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Teaching the history of words or how things have happened is so important.  Are there resources that you recommend that explain the history of words and events    that are reliable and accurate?

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Teaching the history of words or how things have happened is so important.  Are there resources that you recommend that explain the history of words and events    that are reliable and accurate?

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How do we get our colleagues that are resistant to this work to come to the table? Besides making things mandatory from admin which they have chosen not to do at this point, how can we help those that don't want to be or don't see any problems in their ways?

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How do we get our colleagues that are resistant to this work to come to the table? Besides making things mandatory from admin which they have chosen not to do at this point, how can we help those that don't want to be or don't see any problems in their ways?

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What kind of systems/structures, committees and/or partnerships can aid in momentum toward equity initiatives? 

# data[].attributes.subject
What kind of systems/structures, committees and/or partnerships can aid in momentum toward equity initiatives? 

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How do we move away from the fear of what parents will say and what fearful staff members are not ready for in order to do the right thing?

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How do we move away from the fear of what parents will say and what fearful staff members are not ready for in order to do the right thing?

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A colleague would like to know if you work with Emergent Bilingual students and if you do, are there any differences in any of your approaches? How can we continue to foster a diverse population when colleagues don't necessarily try to engage students in meaningful ways?

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A colleague would like to know if you work with Emergent Bilingual students and if you do, are there any differences in any of your approaches? How can we continue to foster a diverse population when colleagues don't necessarily try to engage students in meaningful ways?

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How do we get administration involved in this work when they are continually saying that they are "doing their own work"?

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How do we get administration involved in this work when they are continually saying that they are "doing their own work"?

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We are blown away and wildly inspired by your ability to stay fully engaged with all the moving parts: kids' needs, curricular goals, reflective practice, etc. Can you tell us more about how you developed these habits? What came first? Was there an order in which these habits/practices developed? How do you encourage us to start?

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Did you work in a school community where others operated with a similar approach and strategies--for listening to students, for example--or was students' experience with you different than their other teachers? To what extent was this the culture of your building, or did it grow to be?

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When giving more free choice reading to students, how do we ensure that they still get a variety of perspectives?

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This is not the work of just ELA & Social Studies teachers and school counselors, but there are staff members who believe that their curriculum is bias proof.  How can Math & Science teachers assess their curriculums to make sure they're more inclusive?

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Communicating with community members & parents that antiracism and equity  advancements/conversations in the classroom  are not indoctrination . We have beginning teachers who are fearful of losing their jobs due to upsetting the wrong parents.

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Equity/Diversity Audits-- We're at the systemic awareness stage and looking for advice/tools to best conduct these.

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Do you recommend equity audits?  How do we begin to make meaningful changes to our curriculum?

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Do you recommend equity audits?  How do we begin to make meaningful changes to our curriculum?

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How do we maintain conversations about equity and diversity?

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How do we maintain conversations about equity and diversity?

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How do we modify asking for feedback from younger students? Sometimes that is really challenging for them.

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Can you provide SEL curriculum/point us in that direction for teaching diversity to elementary students?

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What is the system to ration your energy? How do you map this out so you have the energy you need for all areas of your life? It seems like the best idea, but we are having a hard time conceptualizing it.

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What is the system to ration your energy? How do you map this out so you have the energy you need for all areas of your life? It seems like the best idea, but we are having a hard time conceptualizing it.

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As educators in schools with so few students of color, how can we prepare our students to work and live in a diverse world and give them the tools and knowledge to do their part to dismantle systemic racism?  Also, how do we support and raise up the voices of our students of color when they are such a small percentage of our student population?  

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As educators in schools with so few students of color, how can we prepare our students to work and live in a diverse world and give them the tools and knowledge to do their part to dismantle systemic racism?  Also, how do we support and raise up the voices of our students of color when they are such a small percentage of our student population?  

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Could you speak more about sharing power but having control?  How to make this work?

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Could you speak more about sharing power but having control?  How to make this work?

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How OR do you involve the parents/families of kids who struggle academically/socially in your classroom?  

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How OR do you involve the parents/families of kids who struggle academically/socially in your classroom?  

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How have you adapted your graphic organizers and student research in our online "covid life" situation?

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How have you adapted your graphic organizers and student research in our online "covid life" situation?

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How did you get started in this work? (What was your first step beyond your own classroom?)

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How did you get started in this work? (What was your first step beyond your own classroom?)

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It seems like the work we need to do is everywhere. Where are some places you recommend starting (curriculum, classroom routines / management, texts, etc.)?

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In your book you discuss the importance of asking students for feedback about lessons, including asking students to keep track of time management. This seems to work really well in a middle school classroom, and I really like the idea of including students in the actual lesson planning and behind the scenes. What suggestions do you have for using this strategy in a classroom with young learners (like kindergarten)? 

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In your book you discuss the importance of asking students for feedback about lessons, including asking students to keep track of time management. This seems to work really well in a middle school classroom, and I really like the idea of including students in the actual lesson planning and behind the scenes. What suggestions do you have for using this strategy in a classroom with young learners (like kindergarten)? 

# data[].attributes.body
In your book you discuss the importance of asking students for feedback about lessons, including asking students to keep track of time management. This seems to work really well in a middle school classroom, and I really like the idea of including students in the actual lesson planning and behind the scenes. What suggestions do you have for using this strategy in a classroom with young learners (like kindergarten)? 

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With so much emphasis on SEL, especially in the shadow of the pandemic, what can/should we be doing to critically implement SEL curriculum and practices? How might we assess whether our efforts are what kids need or are unintentionally perpetuating compliance and colonization?

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Taking the lead from your reminder about how imperative it is we listen to students to learn what they need from us, it seems this is also true of families. How can we make our schools (and related groups/organizations) a space where our families can be heard? What can we do to seek out and make space for the voices of our BIPOC families in predominantly white communities without tokenizing their voices?

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What are the first three steps that we can take to start the work of changing the American system of education that was created with white supremacy at the helm?

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How do you speak to your colleagues who also are aware of and participants in equity work but are unaware of how their actions sometimes inhibit the work they are trying to participate in? 

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How do you speak to your colleagues who also are aware of and participants in equity work but are unaware of how their actions sometimes inhibit the work they are trying to participate in? 

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for example, if a colleague reprimands a black child harsher than they would a white child for doing the same actions- or a colleague is aware that gender stereotyping is limiting for folks who might not fall in the traditional categories of gender but continues to use language like "boys and girls" etc in stead of  neutral language like "Class, everyone" etc.

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Can you say more about the work of decolonizing schools? There are many conversations happening about decolonizing texts and curriculum, but in what ways does it go beyond these steps?

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How do we look at our norms with PBIS and make sure they are equitable for our students?

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How do we look at our norms with PBIS and make sure they are equitable for our students?

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I was helping out a substitute one day and we decided to let the kids listen to music while they worked. It was a really calm day and the kids seemed really pleased. But I found out this is against school policy and we're not allowed to let them listen to music individually. Could you tell us a story of challenging a rule set by school that you've challenged, and been reprimanded for--what did you do or say and how did you handle it?

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When a teacher advocates, and their concern is dismissed, what next?  

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When a teacher advocates, and their concern is dismissed, what next?  

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What are your thoughts in general about standardized tests and how would you recommend schools/ discticts better assess students (with an equity/ anti racist lens)?

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What are your thoughts in general about standardized tests and how would you recommend schools/ discticts better assess students (with an equity/ anti racist lens)?

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Do you have any examples of schools that have tapped into their immediate to community to support the work of the school?

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Do you have any examples of schools that have tapped into their immediate to community to support the work of the school?

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One practice at my school is to provide small group targeted instruction to meet specific needs and address learning gaps. Most frequently student are taken out of class and receive instruction on reading. The lesson out of the room is  skill focused and not connected to in class learning.  Students miss core instruction, read alouds, science, or class discussions.  All important components of being a part of a community. Students then return to class having missed important components of lessons. Do. you have any suggestions of how to provide students with undisrupted core instruction and small group support.  The intention is to help students...but my observations show that it causes are students who need the fewest transitions to have the most! 

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One practice at my school is to provide small group targeted instruction to meet specific needs and address learning gaps. Most frequently student are taken out of class and receive instruction on reading. The lesson out of the room is  skill focused and not connected to in class learning.  Students miss core instruction, read alouds, science, or class discussions.  All important components of being a part of a community. Students then return to class having missed important components of lessons. Do. you have any suggestions of how to provide students with undisrupted core instruction and small group support.  The intention is to help students...but my observations show that it causes are students who need the fewest transitions to have the most! 

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What recommendations do you have to provide equitable opportunities for Chapter 104 programming. Our district bases this on the performance of standardized measures. Wondering about other options.

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How do we balance equity with all students?

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How do we balance equity with all students?

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How can you convince a district (school) that doesn't have much diversity that equity work is still important?

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How can you convince a district (school) that doesn't have much diversity that equity work is still important?

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How do we get other teachers to join us in our endeavor to create a better place for our students? How do we show that there is value in listening to our students and changing up how we do things?

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How do we get other teachers to join us in our endeavor to create a better place for our students? How do we show that there is value in listening to our students and changing up how we do things?

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How do we break down the walls that have been built, layer by layer, each year of their educational experience, to reach the students behind those wall who need our help the most......... but seem so out of reach?

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How do we break down the walls that have been built, layer by layer, each year of their educational experience, to reach the students behind those wall who need our help the most......... but seem so out of reach?

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How do we help colleagues change their mindset without them becoming defensive?

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How do we help colleagues change their mindset without them becoming defensive?

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Not sure how to word this question....while I think it is important to be a good teacher more than it is important to be a good employee, I also believe we must consider our students' perspective and what it means to be a good student. How can we best help them recognize and articulate this? So many students believe being a good student means they have "good" grades, and then they struggle to move beyond this.

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Not sure how to word this question....while I think it is important to be a good teacher more than it is important to be a good employee, I also believe we must consider our students' perspective and what it means to be a good student. How can we best help them recognize and articulate this? So many students believe being a good student means they have "good" grades, and then they struggle to move beyond this.

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When I was in the middle of a re-designed unit motivated/inspired by reading Chapter 2, everything felt and looked messy and ineffective. I almost gave up again. I didn't give up and was positively overwhelmed by the results in the final student product. How can we tell the difference between an epic fail and just a messy process?

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When I was in the middle of a re-designed unit motivated/inspired by reading Chapter 2, everything felt and looked messy and ineffective. I almost gave up again. I didn't give up and was positively overwhelmed by the results in the final student product. How can we tell the difference between an epic fail and just a messy process?

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How do you continue to be a good listener when you have so much to teach each day?

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How do you continue to be a good listener when you have so much to teach each day?

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What ways do you see that we can change/disrupt the system to give teachers the opportunity to get to know students better?

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What ways do you see that we can change/disrupt the system to give teachers the opportunity to get to know students better?

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Are you always so positive? How do you stay that way?!? How do you truly keep yourself from burning out? I know you mentioned sitting down with your wife on Sunday and saying they all can't be a "10" so you decide which days will be a "7" etc. Is it really that easy?!?!

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Are you always so positive? How do you stay that way?!? How do you truly keep yourself from burning out? I know you mentioned sitting down with your wife on Sunday and saying they all can't be a "10" so you decide which days will be a "7" etc. Is it really that easy?!?!

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What advice do you have for teachers navigating their first step into anti-racism and equity work?

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What advice do you have for teachers navigating their first step into anti-racism and equity work?

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How to communicate with families about teaching content that may be considered controversial  to members of the community such as antiracism.

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How and when to communicate with families about diving into material whose content may be considered controversial to some members of the community.