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I think that teacher should reward that student but also politely work on his/her area of improvement as well. 

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I think that teacher should reward that student but also politely work on his/her area of improvement as well. 

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I strongly agree to this statement as I believe that diverse cultural background allows teachers and students to accept, embrace and appreciate each other.

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I strongly agree to this statement as I believe that diverse cultural background allows teachers and students to accept, embrace and appreciate each other.

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I agree that when I teach I create an inclusive classroom for all my students where each student can feel confident to engage and feel equal.

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I agree that when I teach I create an inclusive environment for all students where each and every student feel equal. [Shehzeen]

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I agree that when I teach I create an inclusive environment for all students where each and every student feel equal. [Shehzeen]

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If the solid skills are necessary to complete the complex learning task then yes, I agree, however if the task can be scaffolded to meet the student's needs or some general basic skills have not been met then I think it is still important for the student to participate in those tasks.

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I understand that in some cultures students have a difficult time sharing in front of others and the last thing that I want to do is to embarrass them n front of their classmates. I do provide opportunities for students to share though and I don't completely disregard them sharing.

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Again, I think this is a balance. This is a delicate dance between learning styles and teaching styles, however I think there are culturally responsive practices like Gamify It, Make it Social, and Storify It (Zaretta Hammond) that can be added to personal teaching styles to both serve our students of different races and ethnicities while still retaining our personality and teaching style.

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I believe by allowing teachers to adapt their teaching to the cultures of African American, Latino, Asian, and Native American students, it will create a culturally rich environment and embrace all cultures.

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This is tough as it feels like it should be a balance of challenging work to promote productive struggle and also leveled and scaffolded options to promote confidence and comprehension.

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Although I have all the intentions of resisting being color blind, I may come across situations where I will show that I have some color blindness.  It is in no way intentional and it is something that I am working on improving as an educator.  I do not see students in terms of their ethnicity or race and I do see them as just students that are learning. It is important to acknowledge race and accept students for the experiences and culture that they bring to the school environment.

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There are many ways to gather information from students and maintain attention- for this reason I do not think it is necessary to call on students who are not willing or raising their hand to answer a specific question in front of the class. Not only is this culturally responsive, but it is also trauma sensitive. Students can share peer to peer, write their answers, do a round robin of answers, etc. I recognize that there are some language standards that involve speaking in front of peers so if that is being explicitly taught and assessed I think it would be the exception.

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Being "color blind" when it comes to teaching, or ignoring race and ethnicity also makes you blind to racial inequity within your school, discriminatory referrals and discipline, your own privilege, and your students' identities. Being aware of race, or "seeing race" does not mean racism, it can, however, mean you are aware of systems of power and privilege, and patterns that negatively affect your students and your peers because of the color of their skin and can inform you on ways to actively act against those systems.

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I am personally uncomfortable with discussing race with my colleagues. However I know it is uncomfortable for them as well. Being Latinx person I am uncomfortable for a multitude of reasons. I know we must continue these conversations for our students because ultimately our students need us to do this work so that we can be better educators/ally's.

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I feel this way because I like to make my students teach us all things. I want my students be leaders. I believe it is very easy to use mentor texts along with the lesson in mind. I am always seeking ways to make connection to previous lessons through mentor texts.

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I need to be able to take the first step up the stairs before I get to the top. Students need to have strong foundational skills to be able to make these complex learning tasks.

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I thing all teacher should make an attempt to do this. However just like students have their learning style so do educators. I believe it is important for students to learn how to navigate in different situations that they might not be comfortable in. I believe this will make them able to adapt to their environment which is a great global citizen thing to practice.

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This was tricky to answer because I support the process over the product in my classroom. If I see a student attempting and trying then I praise them. I want my students to attempt assignments.

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Most of the time confidence is one of the biggest reason students don't take risks. when we are learning new materials it is important to take risks and have confidence in your ability to learn from your mistakes.

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I believe this is dependent on educators ability to scaffold for their students to support their learning.

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I somewhat disagree because every student reacts to their environment differently. I do notice student who perform at a higher academic level are from families that view education as a high priority.

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I personally am this person that dislikes talking in front of others. I sympathize with my students however I do try to encourage a bit of public speaking so that they can be successful in American society.

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I feel this way because this demonstrates you care about your students. Want to reach students where they are at and encourage them.

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but certain race groups have been systemically contained in poverty so yes and no.

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color blindness is harmful

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My initial reaction was a 5. Of course  good comes with talking about race. Discomfort is ok! We must have these conversations.
But, there is nuance in this question because how I talk about race with  colleagues needs to be intentional. The "can of worms," could be detrimental if I do not engage appropriately. Often this looks like disgruntled white colleagues turned off from returning to conversations or thinking critically about race because they felt attacked or judged. So, while this fragility is toxic, and should not be encouraged, if these educators walk away from this work, we won't be able make meaningful change. As a young, white, female educator I have a responsibility to work together with my other white colleagues to dismantle the racism within ourselves, our school, and our system. However, also with my privileged identity, it is my responsibility to do so in a productive way with my white, more resistant colleagues. Talking with all colleagues how I want to about race will be counterproductive in our anti-racist work. Removing the "can-of-worms" statement from this question, white educators also need to mindful about bringing conversations about race to our colleagues that are black, indigenous, or people of color. Little good will come from white educators continuing to lean on our BIPOC colleagues to hold space for our processing. So yes, we will talk about race, but will do so differently depending on the context.

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This one is tricky. Not providing students with the opportunity to take on complex learning tasks because they are missing a few basics, will often lead to students' disengagement, disempowerment, and overall boredom. Students are capable of deep thinking even if they haven't yet perfected the basic skill of providing specific text evidence. With that, Asking students to dive into complex learning tasks with out providing them with the basic vocabulary and know-how will also lead to disengagement, disempowerment, and loss of efficacy. It comes down to the ZPD. Students need to be able to reach the bar that is set for them. This does not mean we should lower it, but it does mean we can't just send them out to the task without the necessary scaffolding such as basic skills.

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I knew I would be the one to agree with this statement because I have had many different cultures in my classroom. In my Dine classroom students are not encouraged culturally growing up to make eye contact, shout out, or be showboaty as this is a sign of disrespect. It took me a long time to realize that students leadership skills and abilities to be successful in other cultures are not always seen in traditional American Culture because we encourage one stereotype for success. Our model for "success," clearly doesn't naturally fit all cultures and as a teacher (especially a social studies teacher) I don't like molding learners into one type of student.

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As a Social Studies Teacher who tries to implement Social Justice Reform in their classroom/school it can seem like I am teaching about cultures that are not mine without allowing my students the voice to come forward and speak for themselves. One of my preferred things to do is always also my students to choose most of the topics/interest within standards that they would prefer to learn about. More often than not I have found that this will reflect the voices of the communities that I am teaching within. Most students want to hear the histories of their cultures. Yet as a Caucasian I have had several instances where I did not feel that I should be the person teaching other cultures histories. Example: When teaching to a predominantly Navajo population my students had oral histories of the Navajo Long Walk that were much better resources to share than I had and felt letting my students lead the unit reflected better with my students.

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I had a difficult time with this one. The statement makes it seem as though we are trying to teach in only the style students are comfortable with, but I think there is value in presenting all the styles and challenging students to adapt at times. Students will not always have someone who will change their style of management or teaching or interacting for them, so it would be beneficial for students to learn how to adapt in certain situations and advocate for their needs. I think utilizing as many learning styles as possible will help us prepare our students for future interactions/experiences they may face. The situation is also not taking into account students with neurodiversity or trauma in their backgrounds. The latter makes up the majority of my classroom population each year, so I would want to accommodate for those students as well.

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This statement sets expectations beyond low for students. I always tell me students that I set high expectations for them because I believe they can achieve them. More often than not, they rise to the occasion. When you adapt this mindset that they "will never be able to do ___________" you are cutting them off at the knees. I have had many students with IEPs that previous teachers simply excuse all the "too difficult" assignments. That shows the student you do not believe in them. I absolutely believe that differentiation is needed in the classroom and scaffolding assignments is necessary. Some students might need a vocabulary list, or an additional opportunity to have it read to them or explained in simpler terms, etc. However, this statement absolves the teacher from altering their instruction at all, and just continues to push that student along, without allowing them to reach their potential.

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Allowing students to display skills while using an inquiry approach can be really valuable. It is very important to allow students to explore and approach content in their own way, or better yet, using some of their own lived experiences to display proficiency. It is a huge challenge to differentiate content for each student and this kind of approach can help to empower students to share a piece of themselves along with their academic skills. This inquiry-based approach often manifests into writing work that I do with students. They are asked to add their own research/choice reading or potentially to make their own unique arguments about the text rather than being prescribed approaches to their work. Teaching Tolerance seems to support this idea as they state “when students feel that their identities are ignored or not respected, they often disengage from learning and adopt a stance of outsider among strangers.” The major work that students do in class should not only be a celebration of their skills, but also their own unique worldviews and backgrounds.