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Grade: Any

This eight-lesson curriculum introduces topics such as media and bullying in the context of gender equality.

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In partnership with USA TODAY Education, we proudly present a new series of lessons focused on gender, self-image and equality. This eight-lesson curriculum introduces topics such as media and bullying in the context of gender equality.

The student lessons and companion teacher guides are available here as PDF downloads.

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Gender Equality Lessons for Schools - See Jane

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In partnership with USA TODAY Education, we proudly present a new series of lessons focused on gender, self-image and equality. This eight-lesson curriculum introduces topics such as media and bullying in the context of gender equality. The student lessons and companion teacher guides are available here as PDF downloads.

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Be aware of the number of female students you call on. Be incredibly proactive in making sure that all students (regardless of gender, ethnicity, language, or learning ability) are equitably included in discussions and participation.

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Be aware of the number of female students you call on. Be incredibly proactive in making sure that all students (regardless of gender, ethnicity, language, or learning ability) are equitably included in discussions and participation.

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Grade: Any

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Some ideas on how to minimize gender bias in our teaching practice and curriculum.

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Grade: 9-12

An interactive game on gender roles and bias!

1. The facilitator chooses one person (or small group) to begin the game.

2. On your turn, take one scenario card off the top of your scenario deck and read it aloud. If the scenario has been read before, select the next scenario card in your pile and read it aloud.

3. After each scenario is read, the larger group decides which category/subcategory the scenario best describes. In some cases, the group may decide that there is no “best fit” and the scenario fits more than one category/subcategory. If the group cannot come to a consensus, the facilitator makes the final decision.

4. If a player (or small group) has the category/subcategory on their bingo card, they may place a marker on that place.

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1. The facilitator chooses one person (or small group) to begin the game.

2. On your turn, take one scenario card off the top of your scenario deck and read
it aloud. If the scenario has been read before, select the next scenario card in
your pile and read it aloud.

3. After each scenario is read, the larger group decides which category/subcategory
the scenario best describes. In some cases, the group may decide that there is no
"best fit" and the scenario fits more than one category/subcategory. If the group
cannot come to a consensus, the facilitator makes the final decision.

4. If a player (or small group) has the category/sub-category on their bingo card,
they may place a marker on that place.

Be the first player (or small group) to get three in a row - horizontally, vertically,
or diagonally - and say, "Bingo."

VARIATIONS

Before the game begins, the moderator should decide whether to include any of the
following additions to the game:

1. Strategy discussion: After each round of bingo, the whole group can describe strategies
for combating the three categories/subcategories of gender bias that made up the
winning bingo.

2. Strategy stealing: The winning bingo player (or group) must explain at least one
strategy for combating one category/subcategory of gender bias that made up the
winning bingo. If they are unable to do so (as judged by the moderator), another
player (or small group) can "steal" their bingo by explaining an acceptable strategy
for combating one of the categories/subcategories that make up the bingo.

3. Strategy or the game continues: If a player gets bingo, but cannot explain a strategy
for combating a form of gender bias on their card, s/he must take one marker off
their bingo card (so that they no longer have three in a row). If this happens,
the game continues until there is a new bingo winner.

Printer-friendly version

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The facilitator chooses one person (or small group) to begin the game. On your turn, take one scenario card off the top of your scenario deck and read it aloud. If the scenario has been read before, select the next scenario card in your pile and read it aloud.

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Create a safe and nurturing classroom community.

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Create a safe and nurturing classroom community.

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Grade: Any

Creating a warm, nurturing, loving, and supportive classroom is one of the most important things you can do for students. It allows students of differing background to feel comfortable being there.

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I'll call her "Annie." I noticed her the year before, when I knew she would be joining my classroom the next year. She had a permanent scowl and always seemed to be separated from other children "to avoid disruption." "Prepare yourself," her teacher warned when she learned "Annie" was transitioning to my room the next year.

The first day of school, several children from her previous class explained that Annie couldn't sit with certain children, that she was "mean," and that she needed to be near a teacher at all times to "behave."

My heart broke. How could this child possibly feel safe and secure in our classroom community if her peers had already decided she was "mean" and unapproachable? I took a deep breath and explained to the group that this was a new year. I didn't know them; they didn't know me. Together, we would create a new classroom family. I explained that this was a fresh start and that they could be whoever they wanted to be this year. I wasn't sure whether the children would understand my words, but I saw Annie's face soften and her shoulders lower. I hoped that she was relaxing and feeling optimistic about being a part of our classroom community.

Create a safe and nurturing classroom community.

I was determined to create a positive, nurturing classroom community-for every child. When we created our classroom rules together, I made sure to spend a lot of time emphasizing what "be kind" looks like, sounds like, and feels like. I knew we would have to work a lot on compassion, respect, and understanding. Within days, Annie was laughing and playing happily with all the other children. After a few weeks, when we read a story about a little girl who comforts herself with her late grandmother's blanket, it was Annie who said, "It's because the blanket feels like her grandmother's arms around her." Her comment brought tears to my eyes. Would the Annie that I'd seen last year, who was always yelling and scowling, have been able to share such a tender thought? That's when I knew she felt safe and secure in the class.

Creating a warm, nurturing, loving, and supportive classroom community is far and away the most important thing we can do for children during the first few weeks of school. Positive relationships are at the heart of everything we do as teachers. The messages we convey to children at the beginning of the year lay the foundation for a successful and meaningful school year, and they also leave a lasting impression that will guide children's approaches to learning for the rest of their lives.

Teach with love.

How children feel is just as important as how they think and learn. When we teach with love, we teach children to love learning for its own sake. Children will enter your classroom with varying levels of experience with group settings. Some children, like Annie, may have had a difficult experience in the past, but all children will be wondering about what lies ahead: Who do I need to know at school? What if I get sad or scared? What can I do at school? What are the rules? What happens at school?

These questions inspire investigations and "focus questions" for structuring classroom discussions and learning experiences during the first few weeks of school.

Focus Question 1. What names do we need to know at school?

Focus Question 2. What should we do if we get sad or scared at school?

Focus Question 3. What are our rules?

Focus Question 4. When do things happen at school?

Focus Question 5. Who works at our school?

Focus Question 6. How do we make and keep friends? How can we be part of a group?

This Teaching Guide, available for both preschool and kindergarten, empowers teachers to address each question intentionally with children through engaging, developmentally appropriate experiences. Daily plans for each part of the day offer step-by-step support to help them lay the foundation for a positive classroom experience for all children.

Notice, for instance, that children first learn about the other people at school and how to ask for emotional support if they get sad or scared. Devoting two weeks to these questions allows children plenty of time to get accustomed to their new peers, their teachers, the classroom materials, and the schedules and routines. Once they feel more comfortable in their new learning environment, they will be better prepared to work together to create a set of rules, rights, and responsibilities.

Create shared expectations and establish rules.

When that process begins, the Teaching Guide provides embedded support for creating shared classroom expectations with children. For example, the blue text in this call-out box offers strategies for "solving problems and establishing rules as a group" during large-group time.

I used this same strategy to help Annie. Though we had established rules about "being kind," I noticed that, when children were playing, Annie would watch and then take the materials away from the children who were using them. I suspected she didn't know how to appropriately join a group. I spoke with her about how to ask for a turn and how to join groups of children in play, but I knew that the whole class would benefit from this type of social problem-solving. During large-group roundup, I asked the class what we could do to make sure everyone got a chance to use the classroom materials during choice time. Annie listened quietly to her classmates' ideas about sharing and taking turns. Soon, all the children agreed to an "ask and wait" plan. Children demonstrated what it looked like and sounded like to "ask" and then "wait" for a turn.

The next day, we talked about our new "ask and wait" plan and put it into practice during choice time. Though the "wait" part was difficult, they had all agreed to the rule and reminded each other of the expectation. Annie slowly began to try the approach after watching her peers. She wanted to be a part of the group but hadn't learned how. She just needed clear instructions in these social-emotional skills.

Support the individual AND the group.

The experiences in The First Six Weeks: Building Your Classroom Community Teaching Guide are designed to help individual children like Annie develop the social-emotional skills they need to become part of the classroom community as well as to build a group sense of community.

The Annie who hugged me with tears in her eyes on the last day of school was a very different child than the one I'd met on the first day of school. She laughed and joined others in play. She had friends. She was part of our classroom family.

How are you preparing for the school year?

Keep children like Annie in mind as you prepare for your school year. Your acceptance and guidance might be what they need to blossom! And be sure to let us know how you're preparing for the first six weeks of school in the comments below.

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The First Six Weeks of School: Creating a Nurturing Classroom Environment | Teaching Strategies Blog

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Creating a warm, nurturing, loving, and supportive classroom community is far and away the most important thing we can do for children during the first six weeks of school. See how you can do this successfully for your classroom, even when faced with challenges.

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Grade: Any

Always challenge homophobic comments or thoughts, no matter how trivial you may think that they are. Students will use terms like “that’s so gay," etc.  Let students know that language like that is vulgar and unacceptable.

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6 Strategies for Creating a Nurturing Classroom for Your LGBT Students

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Spread the loveAs a teacher, odds are that you will have at least one student who is gay or lesbian in your classroom. Regardless of how you feel about the LGBT community, as a teacher you have an ethical duty to protect and nurture all of your students.

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Grade: Any

Establish general concepts about students with and without disabilities through class discussions, books, movies or a guest speaker. Primarily, teach students that:
1. Everyone wants to belong and be included
2. Everyone is different
3. Everyone has areas of strengths and areas of weaknesses

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Nicole Eredics

Special Education

Inclusive classrooms are becoming far more common in our public schools. There are greater numbers of students with disabilities receiving their education in general education classrooms. The National Center for Education Statistics notes that the number of students with disabilities who spend most of their day in the general education classroom has gone from 33 percent in 1990 to 62 percent in 2014. Transitioning students with disabilities from self-contained special education classrooms to inclusive general education classrooms is not an overnight process. It requires thoughtful planning. Teacher training, appropriate student supports, resources, personnel, and a meaningful individual educational program need to exist prior to the new class placement. It's also important to remember that if the child with disabilities has never experienced an inclusive education, then chances are, neither has his or her peers. Students in the general education class might be curious about the situation, may feel anxious about having a student with disabilities in their class, or have misconceptions about students with disabilities. Here are some tips to help facilitate a smooth transition for students with disabilities to the inclusive education classroom. These tips are also helpful for preparing the general education students for their new classroom member:

1. Establish Basic Principals

Establish general concepts about students with and without disabilities through class discussions, books, movies or a guest speaker. Primarily, teach students that:

Everyone wants to belong and be included

Everyone is different

Everyone has areas of strengths and areas of weaknesses

2. Let Each Student Share

Give all students an opportunity to talk about themselves, their strengths and interests. Allow others to ask questions. (Make sure you talk about the types of questions that can be asked prior to the activity.)

3. Dispell Myths

Dis-spell any myths and misunderstandings about students with disabilities. Most importantly:

Some disabilities you can see and some you can't

A physical disability does not determine a person's intelligence

People with disabilities are people first

4. Address The Challenges

Address student-specific issues that are important for the class to know about in order to interact and learn alongside each other. For example, if a student has a peanut allergy, invite the class nurse in to talk about allergies and the importance of keeping peanut products out of the classroom. If the student with disabilities communicates with an iPad, have the student (parent and/or paraprofessional) give a demonstration.

5. Talk About The People We Know With A Disability

Point out that 1 in 5 Americans has a disability (according to the Center for Disease Control). We will all live, shop, drive and work beside a person with a disability at some point in our life.

6. Highlight Famous People

Identify famous people with disabilities and highlight their contributions to society not as a source of inspiration but as an important to human growth.

7. Give Disability Awareness Lessons

Provide an opportunity for students to become more understanding of people with disabilities by giving disability awareness lessons.

8. Make A Positive Classroom Community

Establish and maintain a positive classroom community throughout the entire school year. Encourage respect for one another, the use of appropriate language, and pro-active social skills. Remember, that discretion should be used when discussing the needs of the student with disabilities with others. A conversation with the student prior to any of the above strategies can determine how comfortable the student is with sharing information about his or her disabilities. The sharing of information is not meant to put the student with disabilities "on show", but help others understand what the student needs in order to participate and learn in the classroom.

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Nicole Eredics Special Education Inclusive classrooms are becoming far more common in our public schools. There are greater numbers of students with disabilities receiving their education in general education classrooms. The National Center for Education Statistics notes that the number of students with disabilities who spend most of their day in the general education classroom has gone from 33 percent in 1990 to 62 percent in 2014.

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Grade: 6-12

Activity: Students are asked to compare the way a given idea or theme is addressed in two different texts.

Read “Andrew Jackson "Indian Removal" Message" and “Proclamation: to the Great White Father.”

Suggested Writing Product: Write an essay that compares and contrasts how these two texts address the issue of fair access to land and resources for Native Americans.

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Overview

This prompt asks students to compare the way a given idea or theme is addressed in two different texts.

Follow these steps to customize this explanatory/comparison task:

1. Review the steps in the handout "Plan for Write to the Source."

2. Review the sample task and then fill in the task template fields below the sample task.

3. Review the handout "Explanatory Writing Rubric." Adapt as necessary.

Sample task

Essential Question: How do the dynamics of power and privilege influence access to and distribution of resources and opportunities?

Text Title(s): Read "Andrew Jackson "Indian Removal" Message" and "Proclamation: to the Great White Father."

Suggested Writing Product: Write an essay that compares and contrasts how these two texts address the issue of fair access to land and resources for Native Americans.

Additional Task Demand: Illustrate your comparison with textual evidence and analysis.

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This prompt asks students to compare the way a given idea or theme is addressed in two different texts. Follow these steps to customize this explanatory/comparison task: Review the steps in the handout "Plan for Write to the Source." Review the sample task and then fill in the task template fields below the sample task.

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Grade: Any

Activity/ Procedure: Modify lessons to fit the needs of individual students. This allows all students the ability to participate and be successful.

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Inclusion in the Classroom

The history of inclusion in the US school system is quite brief. For many years children with special needs were either sent to their own schools or left out of education altogether. Improvements in inclusion have been incremental over the years. First schools opened special education units with children having little to no contact with their typically performing peers. Today we are mandated to educate students in the least restrictive environment, which means that, hopefully, kids are spending as much of their days as possible in the regular ed classroom.

Unfortunately, though laws have changed not all schools have adapted to be inclusive. In our current society, we have a plethora of information at our fingertips to help us understand the variety of special needs students have. With increased understanding and technology now, more than ever, children with special needs should be included in the regular classroom. It is what's best for all children.

Advantages of Inclusion

What are the advantages of inclusion? Some would argue that being in the regular classroom is too frustrating for kids with special needs because they can't keep up. The advantages of inclusion far outweigh any drawbacks, however, and the drawbacks can often be mitigated.

Role Models: Inclusion is better for kids with special needs because they can see other 'typical' kids and emulate them. They get an opportunity to learn acceptable social behaviors and to learn from their peers.

Social and Emotional Development: School isn't just about academic needs. Kids social and emotional needs also must be considered. It is important for kids to have as normal a school experience as possible.

Increased Tolerance: Inclusion is better for kids without special needs than keeping kids with special needs isolated. The more kids with special needs are included the more their peers start to see the kids for who they are.

Children from inclusive classrooms have more opportunities to develop tolerance for differences and empathy for others.

Creating an Inclusive Climate

For inclusion to work well, schools and classrooms need to foster inclusive environments. But how?

Build Relationships: It is important for teachers to foster a one-on-one relationship with each of their students as much as possible. This can be accomplished by greeting them each at the door, asking them about their interests, and using genuine praise in the classroom.

Celebrate Diversity: Pay attention to the materials you use in class. Do they depict children from a variety of backgrounds and with varying abilities? How do books, videos, and other materials portray children with special needs? Celebrate the diversity in your classroom and teach your students to do the same.

Educate Yourself: Educate yourself about the specific disabilities any of the students you work with have. You can then educate your students. Education leads to understanding which then leads to compassion and connection.

Encourage Interaction: Give students opportunities to interact with each other so they can build friendships and a sense of community.

Strengths-Based Approach: Everyone has strengths and weaknesses. Help kids develop their strengths and see that kids with special needs have strengths too. Focus on progress, no matter how small.

Teaching Strategies For Inclusion

These teaching strategies help students of all backgrounds to be successful in the regular education classroom.

Differentiate Instruction: When teachers differentiate all students can participate and work at their current ability.

Make Objectives Clear: Posting and reviewing objectives in age-appropriate language helps all students achieve the desired objective of each lesson. It is especially helpful for kids with special needs.

Adapt: Teachers are masters at adapting. We watch our students and constantly assess; slowing down when they don't understand something then speeding up when it's clear they've already got it. We challenge those that are ready for more and provide extra support to those that need it.

Explicit Teaching and Modeling: Model for students and gradually turn the responsibility over to the student. The " I do, We do, You do " approach is especially beneficial to kids with special needs; it gives them the support they need to keep up with traditional classroom activities.

Have a Positive Attitude: As the teacher, your positive attitude about inclusion sets the tone for the rest of the class.

If you see having special needs students in your classroom as a growth opportunity and a positive, your students will too.

Teach to Different Learning Styles: Vary the learning styles you target. Use different approaches and try to cater to many different learning styles so that all students can learn. For example, one lesson you might incorporate movement and music while another you encourage students to write and draw.

Inclusion for All

Inclusion is good for all students. The strategies teachers use to make the regular education classroom appropriate for students with special needs are helpful for all students. Including students of all backgrounds and abilities increases tolerance and empathy among students. Inclusion is worth it.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.

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11 Strategies To Promote Inclusion In The Clasroom

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The history of inclusion in the US school system is quite brief. For many years children with special needs were either sent to their own schools or left out of education altogether. Improvements in inclusion have been incremental over the years. First schools opened special education units with children having little to no contact with their typically performing peers.

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Grade: 6-8

Activity: Perspective taking refers to a person’s ability to consider a scene or situation from a different point of view. It requires putting yourself in the other person’s position and imagining what you might feel, think, or do if you were in that situation.

One super simple way to begin to teach perspective is to actually have kids put themselves in someone else’s place. Ask two students to sit in chairs facing one another and take turns describing three to five things they see directly behind the other student.

What draws each student’s attention will depend on their own unique experience and perspective of the room. For example, one student might see a drawing on the white board and a stack of books, while another student may notice a row of computers and a bucket of balls.

Next, have the students get up and switch chairs. Once they change places, the students can see the scene from the other student’s perspective.

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Middle schoolers are nothing if not complicated-kind and caring one moment and insensitive and offensive the next. They're able to speak up in classroom discussions but can't figure out how to start conversations with kids in the lunchroom. Most have been taught about inclusion since kindergarten but still feel uncomfortable when exposed to new people and situations.

Part of helping middle schoolers successfully navigate the labyrinth that is middle school is teaching social acceptance, a social-emotional learning skill that involves empathy, perspective taking, appreciating diversity, and respecting others.

It is important to have the conversation.

The world has changed so much as a result of technology. Students are exposed to so much more information, and it's easy to assume they are more sophisticated than they really are. It's no wonder teachers worry that kids won't listen to teaching about social acceptance.

But the truth is, kids do listen. And conversations with trusted adults play an important role in helping them form their belief systems. With that in mind, here are four suggestions to help you tackle the four aspects of social awareness:

Build literacy and social-emotional skills while exploring meaningful texts. The experience of immersing yourself in a story allows kids to walk in another person's shoes and is the perfect vehicle for teaching empathy. For example, we root for Parvana in The Breadwinner series by Deborah Ellis, even as we learn what it's like to live in an oppressive society. Books like Out of My Mind by Sharon Draper, Lily and Duncan by Donna Gephart, and Brown Girl Dreaming by Jaqueline Woodson all build a greater understanding of the human experience. And don't forget: Literature isn't just for ELA class. Pair literature with world events in social studies or do a book study on a social justice issue in advisory.

2. Practice perspective taking.

Perspective taking refers to a person's ability to consider a scene or situation from a different point of view. It requires putting yourself in the other person's position and imagining what you might feel, think, or do if you were in that situation.

One super simple way to begin to teach perspective is to actually have kids put themselves in someone else's place. Ask two students to sit in chairs facing one another and take turns describing three to five things they see directly behind the other student.

What draws each student's attention will depend on their own unique experience and perspective of the room. For example, one student might see a drawing on the white board and a stack of books, while another student may notice a row of computers and a bucket of balls.

Next, have the students get up and switch chairs. Once they change places, the students can see the scene from the other student's perspective. They may be surprised to find they might not have noticed the things that caught the other person's attention.

3. Create a culture that celebrates difference.

Most middle schoolers feel immense pressure to conform, and the last thing they want is to draw attention to the things that make them different. But we all know that the differences between us offer many gifts. Create a culture in your school that places a premium on how different and the people in your school are. After all, groups of people from different cultural backgrounds, races, genders, and ability make for rich and interesting conversations and relationships. Read books about people from different backgrounds, listen to diverse voices on podcasts, watch films that present less common perspectives. Try one of these compelling lessons created by the Embracing Our Differences. Browse through these film kits presented by Teaching Tolerance.

4. Build respect by giving back.

Respect is built when we truly connect with others. And there's no better way to connect than by reaching out to help others. Encourage your students to give back. To get started, brainstorm with students about issues that are important to them. Then group students with similar passions and challenge them to plan and execute a volunteer project that addresses that issue. Not only do volunteer experiences have a positive impact on our community, they teach important social-emotional skills, like compassion, social acceptance, and leadership.

To find an opportunity in your area, check out these volunteer project ideas.

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How Do I Teach Social Acceptance in Middle School?

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Middle schoolers are nothing if not complicated-kind and caring one moment and insensitive and offensive the next. They're able to speak up in classroom discussions but can't figure out how to start conversations with kids in the lunchroom. Most have been taught about inclusion since kindergarten but still feel uncomfortable when exposed to new people and situations.

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Grade: 6-8

Activity: Choose books for students to read which allow young readers to immerse themselves in a culture different from their own.

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Middle schoolers are nothing if not complicated-kind and caring one moment and insensitive and offensive the next. They're able to speak up in classroom discussions but can't figure out how to start conversations with kids in the lunchroom. Most have been taught about inclusion since kindergarten but still feel uncomfortable when exposed to new people and situations.

Part of helping middle schoolers successfully navigate the labyrinth that is middle school is teaching social acceptance, a social-emotional learning skill that involves empathy, perspective taking, appreciating diversity, and respecting others.

It is important to have the conversation.

The world has changed so much as a result of technology. Students are exposed to so much more information, and it's easy to assume they are more sophisticated than they really are. It's no wonder teachers worry that kids won't listen to teaching about social acceptance.

But the truth is, kids do listen. And conversations with trusted adults play an important role in helping them form their belief systems. With that in mind, here are four suggestions to help you tackle the four aspects of social awareness:

Build literacy and social-emotional skills while exploring meaningful texts. The experience of immersing yourself in a story allows kids to walk in another person's shoes and is the perfect vehicle for teaching empathy. For example, we root for Parvana in The Breadwinner series by Deborah Ellis, even as we learn what it's like to live in an oppressive society. Books like Out of My Mind by Sharon Draper, Lily and Duncan by Donna Gephart, and Brown Girl Dreaming by Jaqueline Woodson all build a greater understanding of the human experience. And don't forget: Literature isn't just for ELA class. Pair literature with world events in social studies or do a book study on a social justice issue in advisory.

2. Practice perspective taking.

Perspective taking refers to a person's ability to consider a scene or situation from a different point of view. It requires putting yourself in the other person's position and imagining what you might feel, think, or do if you were in that situation.

One super simple way to begin to teach perspective is to actually have kids put themselves in someone else's place. Ask two students to sit in chairs facing one another and take turns describing three to five things they see directly behind the other student.

What draws each student's attention will depend on their own unique experience and perspective of the room. For example, one student might see a drawing on the white board and a stack of books, while another student may notice a row of computers and a bucket of balls.

Next, have the students get up and switch chairs. Once they change places, the students can see the scene from the other student's perspective. They may be surprised to find they might not have noticed the things that caught the other person's attention.

3. Create a culture that celebrates difference.

Most middle schoolers feel immense pressure to conform, and the last thing they want is to draw attention to the things that make them different. But we all know that the differences between us offer many gifts. Create a culture in your school that places a premium on how different and the people in your school are. After all, groups of people from different cultural backgrounds, races, genders, and ability make for rich and interesting conversations and relationships. Read books about people from different backgrounds, listen to diverse voices on podcasts, watch films that present less common perspectives. Try one of these compelling lessons created by the Embracing Our Differences. Browse through these film kits presented by Teaching Tolerance.

4. Build respect by giving back.

Respect is built when we truly connect with others. And there's no better way to connect than by reaching out to help others. Encourage your students to give back. To get started, brainstorm with students about issues that are important to them. Then group students with similar passions and challenge them to plan and execute a volunteer project that addresses that issue. Not only do volunteer experiences have a positive impact on our community, they teach important social-emotional skills, like compassion, social acceptance, and leadership.

To find an opportunity in your area, check out these volunteer project ideas.

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How Do I Teach Social Acceptance in Middle School?

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Middle schoolers are nothing if not complicated-kind and caring one moment and insensitive and offensive the next. They're able to speak up in classroom discussions but can't figure out how to start conversations with kids in the lunchroom. Most have been taught about inclusion since kindergarten but still feel uncomfortable when exposed to new people and situations.

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Grade: K-2

Activity: Do read alongs about important figures and events in the Civil Rights Movement. Create a chart of important words that students are to look out for during the reading. Discuss the context of the vocabulary and why they are important.

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What?

An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.

When?

Before, during and after reading

Why?

Children are able to focus on the information they are responsible for learning, and prepare themselves to increase comprehension. Previewing the lesson levels the playing field by providing all students, regardless of prior knowledge or background, with fore knowledge of the read-aloud vocabulary.

How?

1. Choose vocabulary words that are essential to student comprehension from the central text (such as Tier Two and Tier Three vocabulary, academic and domain-specific words, words deserving more attention, transition words and words likely to appear in future texts).

2. Before the read aloud, spend time orally identifying additional contextually relevant words (e.g., the civil rights movement, rights, Constitution, Supreme Court, Ruby Bridges) with students.

3. Create an anchor chart for on-going reference in the classroom.

4. Use a manipulative to help students conceptualize new vocabulary through original illustration.

5. Ask students to listen for the identified words while they listen to the read aloud.

6. Return to the text. Ask students questions about the unknown vocabulary words and phrases. Encourage students to use context clues, when possible, to determine meaning.

7. Add student answers and definitions to anchor chart. Clarify as necessary.

8. Extend the learning throughout the week by:

Guiding students to understand relationships between words (sort vocabulary words into categories, make real-life connections, recognize shades of meaning);

Asking students to look and listen for vocabulary words in conversations, books, television shows and advertisements and to share these observations with the class;

Requiring students to use the vocabulary words in conversations or writing.

English language learners

Explicitly teaching words supports language development, but using the word in context allows for a deeper level of understanding. English language learners benefit from the discussion that takes place among classmates to come to consensus the meaning of a new word meaning during the pre-reading oral presentation of the anchor chart. Verbalizing thoughts (as well as listening to others' view points) provides a context for understanding new vocabulary.

Connection to anti-bias education

Previewing focuses students' attention on specific information they will be responsible for learning, so all students can approach the text with the same foundational knowledge. This type of explicit instruction aims to narrow the achievement gap directly associated with vocabulary knowledge, development and access.

Sample anchor charts:

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An anchor chart is an artifact of classroom learning. Like an anchor, it holds students' and teachers' thoughts, ideas and processes in place. Anchor charts can be displayed as reminders of prior learning and built upon over multiple lessons.

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Expose students to a variety of people and environments.

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Expose students to a variety of people and environments.

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Grade: Any

Activity: Plan an off-site field trip to an ethnic fair or festival, to an ethnic neighborhood, or an ethnic restaurant or grocery store. Have the students write out question ahead of time.

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We all want students to become global citizens who can successfully engage with an increasingly diverse world. But how do we facilitate interactions and learning experiences that foster acceptance and understanding of a range of people and cultures? How can we inspire them to work for social justice and actively counter bullying, stereotypes and racism?

Here are nine tips for teaching diversity skills, defined as the ability to learn about differences, talk about them, accept them and (if conflict is involved) peacefully resolve them.

Building these skills isn't as hard as you might think. It's really about nurturing a healthy curiosity and developing a comfort level with asking about-and sharing-personal cultural traditions and other characteristics that make individuals unique.

Bring learning to life.

Integrate multisensory "props" into lessons to deepen learning about a variety of cultures. It's one thing to learn about Mexico from a social studies textbook. It's another to let students see, hear, taste and feel interesting items such as music, Spanish words, folktales, personal stories of immigrants, musical instruments, artwork, crafts, foods, photographs, fabrics and jewelry.

Expose students to a variety of people and environments.

Breaking down barriers begins with getting to know people and spending time with them. If you can manage an off-site field trip, try an ethnic fair or festival, ethnic neighborhood, or ethnic restaurant or grocery store. Beforehand, have kids do some reading or research about the culture(s) that will be explored through the field trip. Encourage students to ask polite questions of people they meet, or arrange in advance someone in one of these locations who is willing to spend a few minutes talking to students. Perhaps as part of the experience, they can learn a few words in another language.

On-site options include virtual (Web-based) "pen pals" or pairing up with a classroom in another country. Or, bring in speakers of a particular cultural group and have students prepare questions in advance. Even school staff and students can serve as speakers, but be careful not to single them out or put them "on the spot." If a local museum makes on-site visits, ask them to bring artifacts, artwork and other cultural treasures to share.

Let students pursue their interests.

Children are natural explorers. Encourage students to study a culture they find intriguing. Use KWL charts to stimulate curiosity and document learning.

Ensure that cultural learning goes beyond parties.

Holidays and foods are important, but make sure to dig deeper to help kids understand the day-to-day experiences of diverse members of a particular culture. This includes people in other countries as well as those in the United States. Do some members of a group or culture face discrimination and racism, inadequate healthcare or other challenges? Do recent immigrants face employment and language barriers? How have events (such as the American Civil Rights Movement) changed the experiences of a group of people over time?

Discuss how race/ethnicity, religion, culture, geography and socioeconomic status intersect, resulting in vastly different life experiences for different groups of people.

For engaging pictures and stories about children living in widely varying contexts all over the world, check out James Mollison's book Where Children Sleep. This title is a great conversation-starter for exploring differences. For example, see the EducationWorld lesson plan The Israeli-Palestinian Conflict Through Children's Eyes.

Use books to explore tough topics.

Stock your classroom with books that share the personal experiences of diverse individuals. Engage students in discussion after reading as a group, or have kids choose a book that interests them and then report back to the class about what they learned. Don't be afraid to read books that explore challenging themes such as bullying, acculturation/assimilation and racism. For ideas, see EducationWorld's comprehensive Book Suggestions: Multicultural and Diversity. If the school library doesn't have titles of interest on the shelf, have kids help raise funds to buy new ones.

Help kids get "below the surface" with those from other cultures.

Often out of politeness, fear of the unknown or fear of offending a person who is different from oneself, we hesitate to ask questions that would help us learn about and appreciate diversity. In addition, when young people fail to engage with others who are different from them, stereotypes and misconceptions can flourish. Letting students practice asking questions will increase their comfort level, help them avoid preconceived notions about groups of people, and give them the means to build relationships with diverse individuals. Here are some sample questions to try with students: source 1, 2, 3 and 4.

Implement explicit lessons about racism and conflict resolution.

When we teach about different cultures but avoid conversations about the challenging aspects of human differences, the message students may take away is that "because all cultures are interesting and fun, everyone gets along." Instead, make time for thorough and concrete lessons about overcoming racism and dealing with cultural misunderstandings, mistreatment and clashes. An excellent source for lessons is Kaylene Stevens' Unit on Racism and Teaching Tolerance in the Classroom.

Teach about social justice.

Teach about the work of key organizations ( list 2, list 3, list 4) and movements that work to promote tolerance and understanding around the world. Discuss career options that involve this kind of work. Engage kids in school-wide and community social-justice work.

Related resources
Five Lessons for Teaching Tolerance
Social Justice Activities for Students
Teaching Tolerance: Resources
Racial Inequities: What Schools Can Do
Black History Month Resources
Hispanic Heritage Month Resources
Asian and Pacific-Island Heritage Month Resources
Native American and Alaska Native Heritage Month Resources

Article by Celine Provini, EducationWorld Editor
Education World®
Copyright © 2012 Education World

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Combat Racism: Classroom Ideas | Education World

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We all want students to become global citizens who can successfully engage with an increasingly diverse world. But how do we facilitate interactions and learning experiences that foster acceptance and understanding of a range of people and cultures? How can we inspire them to work for social justice and actively counter bullying, stereotypes and racism?