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One spark was seeing ALL of the students holding hands signifying they realize there are things that need to be improved.

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One spark was seeing ALL of the students holding hands signifying they realize there are things that need to be improved.

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There are so many of the book resources that I was able to add to the list, BUT I loved seeing some that I need to explore more! I plan to use these books to further enrich my ELA and SS curriculum to present multiple perspectives to students to help them develop a global mindset.

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My thinking confirmed that there are just so many resources out there to use with our littles!  I cannot wait to look at these books more! I want teachers to to be more inspired and pushed to check out books beyond what they are used to and pick more diverse selections (all diversity).

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Continued PD on how to have these discussions as a classroom teacher with students and how to effectively use these resources, books, and videos with students.

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It made me think about just continuing to read more books from ASCD that focus on being more inclusive with all my students.

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It made me think about just continuing to read more books from ASCD that focus on being more inclusive with all my students.

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PBS Kids "Talk About Racism"

I love the language used in this video. It gave me a great model with how to have open communication with my students at an early age. The adults were honest, but were also great listeners and allowed the children to make sense of words like "racism" and "prejudices".

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Raising Little Allies To Be -
"It's not enough to simply read books to our children. Engage in the questions they ask, and don't rush through the story. Celebrate their curious minds and offer adult insight to the narratives being told." - Lucy Song

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The video confirmed my thinking that these conversations can and need be had at an early age. Students should be able to talk about differences, racism and how that can affect the world around us. I will definitely use some of the verbiage and questions used in this video in my future discussions.

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Change/Challenge- I would love to see the shift in books currently in our (school, ELA, math) curriculum so they include more diverse characters.

Confirm- Students want to see themselves in books, same as they want to see themselves in movies and society.

Challenge to this: We are not a very diverse population at North Wales. In my opinion, most of our students are color blind and privileged. We can have ALL the resources and books we want, however we need more conversation about EMPATHY. This is what resonated with me in the article. She mentioned multiple times about providing diverse books to share empathy.

Challenge in the Library Profession: librarians are purchasing books based on diverse book covers and diverse characters versus story line. This means book are being purchased based on the LOOK instead of quality.

Challenge: Books during Black History Month- need to reflect positivity. Sharing books about African Americans who have made a difference. There is more than just Rosa Parks and Martin Luther King Jr. Let's share:  Let the Children March, Hidden Figures, Game Changers, She Persisted, Barack Obama, Radiant Child, Mary Jackson, Whoosh, A Splash of Red and more!

Challenge- Even though books are available, many of us are still using books we have always used in the past.

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How To Help Students Navigate Anti-Asian Racism

The resources listed in this article are great tools to use to facilitate a classroom conversation! It provides lesson plans, a slide show, videos, and a Google survey for students to complete. I could incorporate this into social studies or use it as an additional resource in some of our Second Step lessons.

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One spark I had was when I watched the PBS Kids Video.  It made me realize that young children have the ability to talk about race by observing what they see and listening to what their parents teach them.  It's important to note that people of all races have been discriminated against.

2nd Grade

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The Article "Tips for How to Talk to Kids About Racism and Social Justice" was eye opening. I especially liked the part where it said that some kids may exhibit behaviors of sadness because they feel racism is around them but they are too worried or afraid to talk about it. Letting them draw a picture or just giving them time may help.

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Fourth Grade Teachers, Karen Jablonski and Laura DiStefano  The thing that most inspired us is a list of resources we discovered within the North Penn School District Framework.  These resources provide valuable suggestions for making our classrooms an equitable learning environment.  We especially found the resources that offered tips for facilitating classroom conversations about diversity, cultures, and racial/cultural prejudice to be most helpful.  Our goal is to implement some of these strategies into our instructional repertoire, moving forward.  

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Fourth Grade Teachers, Karen Jablonski and Laura DiStefano  The thing that most inspired us is a list of resources we discovered within the North Penn School District Framework.  These resources provide valuable suggestions for making our classrooms an equitable learning environment.  We especially found the resources that offered tips for facilitating classroom conversations about diversity, cultures, and racial/cultural prejudice to be most helpful.  Our goal is to implement some of these strategies into our instructional repertoire, moving forward.  

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I watched the Sesame Street town hall videos. I found the answers that some of the speakers gave in response to the questions very helpful. Sometimes it is hard to know how to respond to kids when they ask these questions, and there were a lot of great ideas of ways to answer these tough questions, and the kinds of conversations to have with kids, even at very young ages.

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How To Help Students Navigate Anti-Asian Racism

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How To Help Students Navigate Anti-Asian Racism

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How To Help Students Navigate Anti-Asian Racism - 5th Grade Math

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How To Help Students Navigate Anti-Asian Racism - 5th Grade Math

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My spark was reading the article about helping student navigate anti-asian racist. I have heard students in my classroom make comments about blaming the coronavirus on China and haven't know how to respond without simply saying 'that's not ok.' This resource gave me multiple videos, lesson plans, and activities to help show my students that words have meaning and power. To also show them that anti-asian racism is real and has been going on for a very long time.

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How To Help Students Navigate Anti-Asian Racism

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How To Help Students Navigate Anti-Asian Racism

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This spark confirmed to me the importance of speaking to my students about the horrific and racist things that keep happening in our country. In the past, I have done lessons about events in our country, but didn't feel that I was handling them the best way. I'm excited to use this resource as a framework for future lessons and discussions in my classroom.

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6th Grade-Kornstein   I watched the video about the race.  It is not sitting well with me.  Not because of the message, but because of HOW the message was portrayed.  Those "left behind" must have felt very self conscious.  It goes against ensuring the emotional and physical safety of black and brown people. Still thinking about how I'd change the activity, but it is not sitting well with me.

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6th Grade-Kornstein   I watched the video about the race.  It is not sitting well with me.  Not because of the message, but because of HOW the message was portrayed.  Those "left behind" must have felt very self conscious.  It goes against ensuring the emotional and physical safety of black and brown people. Still thinking about how I'd change the activity, but it is not sitting well with me.

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How To Help Students Navigate Anti-Asian Racism

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How To Help Students Navigate Anti-Asian Racism

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Highly recommend looking through all the lesson plans and slides created in this resource. Very well done and could easily be adapted to other topics of this kind.

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A spark I saw was Teaching Tolerance has changed it's name to Learning for Justice. There are many resources on the site (an overwhelming amount to sift through - but worth my time!).

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The overwhelming amount of resources is challenging me to find time to incorporate lessons focusing on culture.

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The video from PBS made me think a lot about having the right kinds of conversations with young children. Maybe instead of teaching children about what it means to be racist, we should ask more questions and listen to our students. Then we can use their sense of right and wrong to help guide our lessons on being anti-racist and supporting differences.

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I'm actually wondering if I saw the video a few years ago if it would have bothered me as much as it does right now. Thinking about where I am on my journey and understanding of privilege versus others who may have needed to learn/relearn that message.

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HIDDEN FIGURES
After exploring the #AtlantisBuild Animation Series, I came across a YouTube video (Story Time Read Aloud) for the book Hidden Figures that is the true story of four black women and their amazing contribution to the space race. This is a wonderful resource to highlight women who were discriminated against but were determined and are real American heroes.

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The Town hall videos confirmed my thinking that young children are listening and understanding what is happening in today's world and that they have many questions and want to talk about what they are seeing/hearing. We as adults need to be ready and willing to have the important conversations.

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"What Anti-racist Teachers Do Differently"

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"What Anti-racist Teachers Do Differently"

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This was a very interesting article about educators who recognize that ALL students can learn. Being proactive, supportive, challenging, and invested in their students, especially the African American ones, definitely makes a significant difference in these students and their ultimate success.

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The list of books is a great resource to supplement our reading series. I'm a Pretty Princess can be used with Yeh-Shen and Superheroes Are Everywhere is a great supplemental read to Dex The Heart of a Hero.

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This spark challenged me to look for and share with my students the inspirational stories of many black and brown historical figures that made a positive difference in the world even as they faced discrimination and difficult struggles.

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Many of these resources including the clips from the Sesame Street videos can be used as examples in 2nd STEP for the students to work through the problems presented using the steps they learn.

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I love the idea of talking to kids about racsim but ont heir level, I think having an understanding of what they think racism is could be a nice starting point and then using helpful age appropriate books.

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I plan to use the Sesame Street Stand Up to Racism Town Hall videos as a resource in my classroom. This will help further continue the conversations we’ve been having about racism. The videos are honest, but also use language that will resonate with my 3rd grade students. After showing the videos, I plan to incorporate discussion anchor charts that will allow students to write down their thoughts and connections.

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I explored a few pieces of literature that were great examples material to read to spark conversation. I would love to read more of these and present them to my class.

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I watched the Sesame Street video and explored some of the literature that was posted on the various sites. I'd like to set a goal of reading diverse literature  with my students once a month. 

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I watched the Sesame Street video and explored some of the literature that was posted on the various sites. I'd like to set a goal of reading diverse literature  with my students once a month. 

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"What Anti-racist Teachers Do Differently"

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"What Anti-racist Teachers Do Differently"

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What a powerful article about how differently some teachers respond, engage, support, motivate, and believe in the students who are African American.

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They view the success of black students as central to the success of their own teaching.

Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.
Ask black students who their favorite teacher is, and they will joyfully tell you. Ask them what it is about their favorite teacher, and most will say some version of this: They know how to work with me. So much is in that statement. It means that these students want to work, that they see their teachers as partners in the learning process, and that they know the teacher-student relationship is one in which they both have power. In other words, black students know that they bring intellect to the classroom, and they know when they are seen-and not seen.

As the principal of San Francisco's Mission High School and an anti-racist educator for more than 30 years, I have witnessed countless black students thrive in classrooms where teachers see them accurately and show that they are happy to have them there. In these classes, students choose to sit in the front of the class, take careful notes, shoot their hands up in discussions, and ask unexpected questions that cause the teacher and other classmates to stop and think. Given the chance, they email, text, and call the teachers who believe in them. In short, these students are everything their families and community members have raised and supported them to be.

I have seen some of these very same students walk into another teacher's classroom, go to the last row of desks, and put their head down. I have seen them sit frozen in their seat, staring at an assignment-when earlier I had heard them make jokes, talk excitedly about the content of their history class, celebrate solving a vexing algebra equation, or shake a test tube with authority, waiting for a result. Their report cards often reveal this disparity in classroom experiences: A's and B's in classes where they feel valued and C's, D's, or even F's in classes where they don't.

When black students' academic strengths are overlooked, black students are marginalized. They are kept out of advanced courses, given bad grades, and sent to the dean's office. Over the years, the power that they initially bring to school is siphoned off by educators at every level of the educational system who do not respect, and in some cases do not wish to respect, the intellectual contributions of black students.

Anti-racist teachers take black students seriously. They create a curriculum with black students in mind, and they carefully read students' work to understand what they are expressing. This might sound fairly standard, but making black students feel valued goes beyond general "good teaching." It requires educators to view the success of black students as central to the success of their own teaching. This is a paradigm shift: Instead of only asking black students who are not doing well in class to start identifying with school, we also ask teachers whose black students are not doing well in their classes to start identifying with those students.

I spent the majority of my career in the classroom, and I loved it because-to do it well-it required that I call on all aspects of my humanity. Standing in front of my black students, I knew that it was my responsibility to invite them into the classroom and then to see, push, and protect them once they were there. Over the years, collaborating with other anti-racist educators, I co-developed an approach that was successful-and it showed in the students' attendance, grades, and quality of work.

We read articles and books, and we attend workshops centered around black pedagogy. That helps us examine cultural differences in discourse styles, so we can better understand black students' analytical approaches in essays. We learn how to integrate oral language into our curriculum, such as adding a debate unit or a poetry-recitation assignment, and to provide ample opportunities for students to work together. And we learn that nothing goes without saying and that praise and direction should be plentiful. In essence, we do what works for black students, which also works for all students.

Educators who are committed to black students use evidence in their own classrooms to find ways to improve. They analyze the assignments handed in, identifying ways in which their teaching reached-and didn't reach-all of their students. They recognize the brilliance of a black student's contribution to a class discussion and seize on it. They disaggregate data such as grades and attendance by ethnicity, look for patterns, and problematize their own practice-rather than assume that their students weren't motivated or sufficiently prepared to engage with challenging material. They ask themselves: Why did Taylor get a C on the final when he earned an A or a B on all of his other assignments, many of them equally demanding? Why is Vince silent in his group? What inspired Hile to write multiple drafts of her essay, each time asking for more detailed feedback? They seek support from colleagues who are effective teachers for all of their students, including black students, because they know that the changes they make to their teaching practice will have an impact on their students' achievement. All of this makes them better educators.

Teachers who do not value black students will shift the discussion away from their own practice when they see that black students are not succeeding in their classes. They will create bonds that eventually turn into factions with fellow educators who are also unwilling to change their approach.

To fight against systemic racism means to buck norms. Educators at every level must be willing to be uncomfortable in their struggle for black students, recognizing students' power and feeding it by honoring their many contributions to our schools. Teachers need to insist on using their own power to consistently reveal and examine their practice, and seek input from black stakeholders; they must invite black parents to the table, listen to their concerns and ideas, and act on them. Principals must clearly and consistently communicate the anti-racist vision for their school, create professional-development opportunities for staff, recognize teachers who successfully teach all of their students, and intervene when they see problems. District-level administrators must more firmly root their anti-racist messaging in black students' school experiences, making expectations for educators clear. And school-board members need to listen to educators who have shown efficacy in educating black students. They must enact policies that hold us all accountable to our black families. We must make demands of ourselves and work together in our communities.

The only measure of our anti-racist teaching will be the academic success of all of our students, including our black students.
This article is part of our project "On Teaching," which is supported by grants from the William and Flora Hewlett Foundation, the Spencer Foundation, the Bill & Melinda Gates Foundation, and the Panta Rhea Foundation.

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What Anti-racist Teachers Do Differently

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They view the success of black students as central to the success of their own teaching. Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.

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Instrumental Music K-6
We (music department) need to find substitutes for folk songs that had racist lyrics in the past that are in our lesson books - even if no one else knows the old words or histories of the songs, and even if the publisher changed the title of the tune to something generic like "Fiddle Song."

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"Raising Little Allies-To-Be" This article confirmed what I already knew about how early children develop attitudes and preferences about race. However, it sparked change in my thinking about how quickly children's perceptions about race can be changed. The author stated, "Explicit conversations with 5-7 year olds about interracial friendship can dramatically improve their racial attitudes in as little as a single week" (Bronson & Merryman, 2009). This highlights the urgency for explicit conversations about race in schools, especially in the primary years.

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This challenged me to do more as an educator, especially as one of the few black educators in our building.

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This article was filled with resources and ideas to use in my classroom. I struggle with timing and deviation from prescribed programs and am still developing ways to incorporate more resources into the day.

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There is a huge gap between the kids "with" and those "without." How can we as teachers understand that gap? What can we do about it? We can try to understand why kids aren't logging on or doing school work.

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There is a huge gap between the kids "with" and those "without." How can we as teachers understand that gap? What can we do about it? We can try to understand why kids aren't logging on or doing school work.

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Spark- Thinking about new ways to use texts available in the Library to review comprehension skills. I can't wait to try out some new EOY books.

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So many articles that are informative and interesting.  Articles that I will refer back to for clarification on things I don't quite understand.

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So many articles that are informative and interesting.  Articles that I will refer back to for clarification on things I don't quite understand.

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This is a great read aloud resource for primary grades. It highlights the beauty of all skin colors and can spark meaningful conversations at an elementary level.

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Seeing the students step forward as small priviledges put them ahead, never thought of those as priviiledges

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Seeing the students step forward as small priviledges put them ahead, never thought of those as priviiledges

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Diverse Book List- we have even MORE than this :)
https://libraries.npenn.org/cataloging/servlet/presentbooklistform.do?listID=22808473

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I loved the 100 Repetitions article. We all love to see the children succeed. If we are not the one to see the final success, we must remember that someone will see it down the road and appreciate the time and hard work that others have already contributed.

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I loved the 100 Repetitions article. We all love to see the children succeed. If we are not the one to see the final success, we must remember that someone will see it down the road and appreciate the time and hard work that others have already contributed.

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Something that I noticed in the race video was that the students who were ahead didn't look to see who was behind them until they were told to, which shows how easily and often people can look past things.

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Something that I noticed in the race video was that the students who were ahead didn't look to see who was behind them until they were told to, which shows how easily and often people can look past things.

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Deep discussions on making positive changes :)