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-Don't conflate social justice topic with social justice teaching pedagogy
-refer to language from school (policy, curriculum, ask fo rthings in writing)
-developpe relationships with community inside and outside school for accountability and also support when you resist
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2. You don’t have to bring controversial issues into the classroom, students already know this. They are already exposed to a lot of these things. There shouldn’t be a fear to talk about these things int he classroom and students can see how to deal with these things in the classroom from the adults in their life. We can and should have open conversations about certain issues.
3. A community of teachers who believe in change and advocate for it would be a big support group that could initiate change in the education system
4. Creating environments in the classroom where open dialogue and communication is key to addressing the issues that face the community as we work together to resolve them

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2. Keeping the mindset that there's always room for opportunity. Knowing your allies and maintaining good relationship so that it's easier to talk about certain topics. Keeping in mind communication is important as kids will go home and tell their parents, which may cause misunderstanding. Talk to staff members, teachers, principals. Supply teachers provide fresh insight into a school, talk to them too.
3. Other teachers that are considered good by studetns. The local community and admin staff. Trustees and community leaders. Community centres.
4. Being aware of what is happening in the community and keeping lessons relevant and grounded.

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- its important to be realistic in the way we approach social justice teaching so that we can produce real change more effectively.
- finding allies is key to this process because it helps to share resources/ideas with one another.
- students, faculty (inside the school) may help with supporting you in the process.
- connecting with students' families also help with this as you are able to know the students' backgrounds and implement those aspects within the classroom.
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2.  We believe that the best way to navigate the tension between what we'll trying to do in the classroom and the government standards is by finding areas where they overlap. From what we've read from the curriculum documents, many of the overall and specific expectations are worded so broadly that there is significant room to maneuver and fit in content which could address social justice issues.

3.  We'll first look to other teachers in my department who can help me in this process.  We're hopeful that others will have also tried to bring in social justice elements into the classroom and can be a useful resource in helping me accomplish the same. Even if that isn’t the case, they will at least be able to inform me on whether limitations exist regarding how we want to adapt my class.  Outside of the school, we would like to bring in important members of the community, local heads of important organizations, and because we plan on teaching history, we’d also like to bring in museum curators and researchers as well.

4.  Even though it is still early in our practicum, our mentor teachers have allowed me to create some lessons in the history class.  For Kevin, currently he is looking at the late nineteenth century, and he wants to bring in some information which we gathered through my CISU about the history of Richmond Hill during this time. He eventually wants to link the past history of migration to this community with modern waves of immigration, so that students can see their place in the community from a longer historical perspective.

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Anthony Kosick, Daniel Coley, Joseph Carducci, Angel Love- Room

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Anthony Kosick, Daniel Coley, Joseph Carducci, Angel Love- Room

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2. Building a sense of community to navigate tensions that arise with creating a space where students can engage in perspectives that represent them, in addition to having a space to practice advocating for themselves
3. The community and the school go hand in hand, and therefore it's important to keep parents in the loop, in addition to communicating and building relationships with colleagues.
4. Create an environment that uplifts the students, which inherently does the same for the community, adhering to concerns that students have. Our area of subject expertise can allow students to be engaged with taking part in the community through the lens of that topic. Additionally, having modes of accessible communication resources for students, such as an anonymous discussion box, or daily journal where they can express their concerns.