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1.  Problem Identification - The problem is a 6th grade class goes on a field trip to a nature reserve and find that the accommodations for her new student, who uses crutches due to cerebral palsy, are underwhelming upon arriving.

2. Perspectives - Teacher, other students in the class, as well as Meadow Creek Park and the Park's Education Director. It was a big leap to assume what a student can and cannot do in terms of participating in physical activities. Possible victims are the new student. We feel that the new student should have been included in the discussion in what they felt comfortable or not comfortable with as it pertains to physical activity. The Education Director not having to agree to certain accommodations available but not knowing specifically what the student's specific situation is.

3. Challenges and Opportunities - Teacher did not follow up enough on what the potential challenges might be upon arriving at the nature reserve for their new student. The park could work with the student individually to relieve the potential for liability issues in the future. Help to provide better options for students who do have limited mobility. The teacher could have used this experience to reflect back with their students on how they as community members could have their voices heard on fighting for the rights of those who face physical mobility challenges, so that these individuals are not just left in a room to watch a video while the rest of the students go on a hike.

4. Strategies - Discussing equity, having students problem-solve ways in which they can make this experience fair for everyone by having all students do the same activities as those who are not able to go on the hiking trails, rather than those few individuals being left behind the rest of the group.

5. Solutions - Giving the power to the students to create an outcome where everyone can feel as though they are getting the full experience. Giving students a voice to where they feel they are truly having institutional change.

6. Expected Outcomes - Finding other options to make the space a more accessible place for more people with limited mobility. Connecting with scientists to create other indoor learning experiences that don't require movement so that students can still have a hands-on learning experience.

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1. Problem Identification

The use of the N-word the confusion on the appropriateness of its use as term of endearment among friends of all ethnicities (passes to use the word).

2. Perspectives

Anthony, Adolfo and Reggie, their teacher, their classmates, the school, their families, the community in which they live.

Ms. Lawson - The teacher who overheard her white student call a black student the n word. Immediately took action to shut the word down.

Reggie - The black student who was called the n word as a “term of endearment”.

Anthony - the white student who used the word as a term of endearment.

Adolfo - a latino student who is part of the circle using this word.

Keisha - another black students who interjected in the conversation and pointed out that the n word is not a term of endearment, it is indeed racist. Her position as a bystander outside of the issue itself highlights how the community is impacted.

3. Challenges and Opportunities

Generational differences in what is considered acceptable

Reggie’s discomfort indicated that he might not have given a pass, but the fact that Keisha was offended is significant

Another issue is the fact that Anthony tried to talk his way out of it by using semantics

This is a growth opportunity because there are many positive terms of endearment that could be used instead

4 - 5. Strategies & Solutions

-Teacher could approach admin about leading the school year with a discussion about appropriate language

-Giving students scenarios

-There should be a whole group intervention explaining the origin of the word and how it is never acceptable. Students should do some research about the origin of the word, why it was later used as a term of endearment.

Then, a separate, more private conversation should take place with the group of boys and also at an individual level. This will teach Reggie to advocate for himself, it will teach Anthony that. The teacher should check with Keisha as well, as this word is a source of trauma.

6. Expected Outcomes

- Giving Reggie the opportunity to express how he actually feels about the term being thrown around so loosely would teach him to advocate for himself.

-Giving the students similar scenarios would allow they to gain perspective.

-Creating a safe mental and emotional learning environment

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1.) The problem is a student from abroad is being alienated and picked on. Most of the students have lived in the same place their whole lives and this leads to the conflict.

2.) Teachers, principal, parents, Cody, Phil, Jose, African American students, and White Students. Teachers and principal have to deal with the issue as educators/admin and have to make decisions on how to handle the situation. The parents are made aware of the issue for both Cody and Phil. Cody's father does not care about his son bullying Phil and has an old southern mindset. Phil's parents are absent and don't really understand what is happening. Cody is the ring leader and is the one inciting the bullying. Phil is a transfer student who was alienated from his classmates and then began to get bullied. He has not acted on the bullying until the in class activity. Jose is another student who gets picked on and is alienated.  Additionally, he is Phil's only friend and Phil is his only friend. The African American students in the class don't hang out with Phil due to his accent and the economic difference between them. The white students in the class go along with Cody's behavior and agree with what he is doing.

3.) One of the big challenges is the historical and societal racism in their community. Many of these people and families have only lived in this small county, meaning their mindsets fixed in their beliefs. Additionally, there is a lack of community for Phil because although he is black, he is still considered an outsider because he is from another country. There is also a lack of support for the teacher from both the parents and the school in regards to the racism issues in her class.

4.)/5.) Getting a psychologist or counselor to come in and discuss the incident and the feelings surrounding it. Teaching at a young age about diversity, different cultures, and ethnicities within races at this school to help aid with the racism issues in the county. The school needs to provide professional development about teaching diversity and the different kinds of issues that may arise in the classrooms at this school. Teachers can decide how to handle the beginning of a conflict in order to help it not get bigger, consequences, actions etc.

6.) We expect that some parents might get mad if teachers begin to teach diversity in school. Some parents might also not like bringing in a psychologist/counselor because they don't believe in mental health or speaking to others about their issues. The professional development and open discussion will help to streamline procedures for conflict and teachings at the school.

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1. How else might Ms. Ribiero responded when she saw Julia and Brandon giving Denise a hard time about reading a book about a child with two moms?

Open up a conversation about the situation to circle back to our classroom norms and start asking questions to build a discussion.

2. Other than reading that book to the class, what might Ms. Ribiero have done to engage her students in a conversation about diverse family structures? How might she have engaged them in a more direct conversation about families with same-sex parents or guardians?

Family tree or family portrait activity to build community and understand diverse family structures to engage in a more direct conversation between same-sex parents, guardians, and living/nonliving relatives. Volunteers from different families create conversations between various families in the classroom and foster more community of families.

3. During her conversation with Mr. Hernandez, Ms. Ribiero made the point that the students’ questions will turn into bullying if the school does not find some way to address those questions. What responsibility do teachers and administrators have to educate students about diverse family structures such as families with same-sex parents or guardians? What responsibility education do they have to educate students about discrimination on the basis of sexual orientation?

Teachers and administrators must be responsible for education about diverse family structures to limit discrimination based on sexual orientation. Teaching students about visual and nonvisual differences to understand how important the different social justice standards are for educating students about different diverse, unique individuals.

1. Problem Identification
Conflict arose in a second-grade classroom after a student reads "My Boy" and leads to a student bully another student based on their family. It leads to a class discussion about the family dynamic of two mothers is still a family although it may look different to another family dynamic.

2. Perspectives
2nd Grade Teacher, 2nd-grade students, administrator, principal, and student families

3. Challenges and Opportunities
Reading different books from different family perspectives, and students without specific family dynamics cause more issues in providing opportunities to heal the various family relationships.

4. Strategies
-Family tree
-Family portrait
-Volunteering family guest speaker

5. Solutions
-Involve administration
-Build relationships with another teacher
-School-wide collaboration of norms

6. Expected Outcomes
-Social Justice Standards
-Improve diverse awareness about all family
-Create a safe environment for students to feel comfortable and accepted