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ST - Set a specific goal for some of the difficult conversations you might want to have with your students. Have grace for yourself and your students.
LT - Confront all forms of oppression and be active allies.

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Short term: Ask questions and listen to what students have to say.
Long term: Build with the grade team to have strategies and tools that can be used.

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Two short term strategies I will use in the future are: breathe and inquire. Breathe so that I can center myself and move beyond the moment. Inquire so that I can learn from the situation  and strategize on way that I can de-escalate  the situation. One long term strategy I will use is to be proactive and build alliances. I need to learn that I am not alone and it is okay to ask for help

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Two short term strategies I will use in the future are: breathe and inquire. Breathe so that I can center myself and move beyond the moment. Inquire so that I can learn from the situation  and strategize on way that I can de-escalate  the situation. One long term strategy I will use is to be proactive and build alliances. I need to learn that I am not alone and it is okay to ask for help

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Short term: Be conscious of when it's appropriate to address privately or address with larger audience.

Long term: Collect data about who I am addressing in given scenarios and how.

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Help students understand the historical roots and contemporary manifestations of white supremacy, so that you can respond to the "White people are terrible!" comments with:
1) affirming the student's feelings/lived experiences
2) affirming that whiteness/white supremacy has been responsible for much damage and continuing inequity
3) discussing the responsibility of (white)people to work to dismantle white supremacy

So that we are not telling our white and white passing students that their race is "bad."

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Long Term: be an ally to students that experience bias and correct small bias comments to make a teachable moment

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Long Term: be an ally to students that experience bias and correct small bias comments to make a teachable moment

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ST - If possible, set an intention for the conversation. Do a short breathing exercise with all party members to bring your best selves to the conversation. Ask for compassion and understanding.
LT - Continue to confront all forms of oppression and hold all community members accountable.

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ST:  always affirm students feeling
LT: uphold a space where students feel safe in the classroom. Have them think and reflect on their words and actions.

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ST: affirm, ask questions, make space, name things explicitly
LT: follow up, embed in our curriculum, our own PD, and our vertical planning the language and conceptual understanding that teachers and students need to be precise about racial dynamics, white supremacy delusion, heterosexism, misogyny, and settler colonialism.

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Short term- reflect on actual scenarios you've experienced in the past in the classroom and how you could've handled it better or differently
Long term- Be open to breaking in your curriculum to discuss pressing issues in your classroom

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Short term: Communicate, discuss, and simply talk with students to learn about who they are
Long term: create a connection of trust amongst students as well as colleagues

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Short term: Refer to norms created in the classroom.

Longterm: Constantly revise or add to class norms. as situations arise.

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ST: Acknowledge students' feelings. Be genuinely curious and ask questions to understand (do not assume what you think they feel/think/or will say). Use "I noticed" and "I wonder" statements if needs sentence starters for the conversation.

LT: Leverage other support structures we have at MELS. Sometimes a 5-min conversation is not enough. Think about involving crew teacher and other resources to engage in a conversation with the student - as an extra layer of support for the student and for yourself as a teacher.

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Short Term: Actively listen to the student(s), repeat back to them what they shared so they know it was heard & be supportive

Long Term: Check Ins to see if any progress/transformations has been experienced

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ST: Facilitate the discussion by refraining from quickly explain the thought or mindset you think the student should have.

LT: Set up prior to conversations, norms on how we will communicate to one another. This can be with a poster that has speaking prompts.

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ST: Start with "What's going on?"...listen deeply to understand and then dont' shy away from naming what is going on...
LT: Balance empathy with directness. Be willing to name the racism in interactions with bravery and purpose.

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Short term - Ask questions and listen to understand and learn instead of to respond

Long term - Build genuine relationships founded on mutual respect and truly caring for the student

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Short term - Ask questions to see where the other person (whether it’s a student or teacher) is coming from.

Long term - Use your colleagues (counselors, grade team) as resources if you want to continue the conversation but aren’t sure how to approach it.

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Short Term: Breathe & inquire. Really need to slow down to make room for student voice and experience.

Long Term: Continue to reflect on the impact of my own racial identiy-- on my own thinking, being and how I show up to the world.

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Short term: Listen
Long term: Apply what I learn into my communication with students so that I can better support them and their individual needs.

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Inquiring is my go-to so I can better understand where the person is coming from. Once I know I can better understand, clarify and/or teach. Afterward, I can engage in ongoing conversation with my student and/or class.

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Short term - assess all sides of the situation and step away from it

long term - think about the constant narrative being portrayed, displayed in class to make curriculum shifts.

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Short-term: Affirm what the student is thinking or feeling in the moment and be understanding.

Long-term: Make a plan together that includes a future check-in so the student knows you are serious about your help and are willing to continue listening and offering any needed support.

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ST: Name racial identity
LT: Talk about race and the impact of systemic racism as a community

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Short Term: Take a breath
Long Term: Ensure opportunities to talk about race in the classroom and highlight the joy/contributions of POC, not just the pain

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Follow up on courageous conversations/interactions you've had with others. It's important for students and coworkers to know that it matters and having that follow up sends that message and more.

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ST: Take a breath to process before proceeding
LT: Leave space in lesson plans to hold conversations about race and inequality as they arise

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ST: Breathe.
LT: Push students to think deeply about what their words and actions mean in the context of the community they are in.

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LT Create thoughtful norms/community agreements for spaces such as crew as well as content classes. Find a way to make this something that is alive, rather than something that has collected dust by June. Constantly revisit, revise, and reflect on these norms and agreements.

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ST: De-escalating the situation but still listening.
LT: Taking these experiences to make something positive out of it.

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Short term- affirm child
Long term- Engage in ongoing conversations/continue to check in with students

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ST: Hearing the student/person
LT: Allowing students to choose who they want to speak with about their experience.

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Transgress with love so all can experience freedom.

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Transgress with love so all can experience freedom.

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Transgress with (in) love so all can experience freedom.

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Be open and receptive with students allow them to voice their own feelings while remembering to remove my own biases from the conversation

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Be open and receptive with students allow them to voice their own feelings while remembering to remove my own biases from the conversation

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I want to keep in mind that we are all human and we make mistakes.  We need to own what we say and how we act and acknowledge when we hurt or offend someone by apologizing for how it made them feel.

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Modeling my learning + to be transparent about some of my experiences.

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My biggest take away from my book club was that I need to prioritize self care. I need to put myself first and after I'm well enough or have enough strength I can then take care of other's needs.

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I want to be open minded and receptive to all opinions and experiences

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I want to create space for all students to feel welcome to the conversation and comfortable sharing their thoughts/views. However, I need more clear structures and strategies for addressing those moments when students might say something harmful or dismissive. How can I avoid making this a space that potentially retraumatizes BIPOC?

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Students have different experiences when it comes to knowledge about race and identity and so as a teacher my job is to meet them where they are help them learn more and just listen.

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Students have different experiences when it comes to knowledge about race and identity and so as a teacher my job is to meet them where they are help them learn more and just listen.

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I want students to feel they can freely express themselves and know that they matter.

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I want to keep in my that acknowledging my own (white) identity into conversations about race won't distract from the conversation, and in fact, is essential; I'm white whether or not I bring it up; ignoring it may be a way of attempting "colorblindness".

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Be mindful of every student's background and any other significant aspect that defines who students are. Don't assume anything. When you talk about race with students, it's important to make them feel comfortable and have a sense of trust amongst each other.

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Be mindful of every student's background and any other significant aspect that defines who students are. Don't assume anything. When you talk about race with students, it's important to make them feel comfortable and have a sense of trust amongst each other.

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Make sure that everyone feels like they are being heard and not dismissing experiences.  Work from a place of Empathy.  

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Make sure that everyone feels like they are being heard and not dismissing experiences.  Work from a place of Empathy.  

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Making room & acceptance for feeling uncomfortable but to step outside of what we feel to be engaged and/or challenged!

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I want to remember that I don’t need to control the conversation or shift it to my needs or goals. I can’t police their emotions, even if I feel what they are saying may offend me personally.

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To be conscious of how I am structuring the convos and experiences with an eye to decentering whiteness.

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Listen closely. Validate. Share my own experiences. Invite questions and perspectives.

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Model what "doing the work" looks like and have them know I'm on the same journey alongside them

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Remember that everyone's personal experience is different and you cannot judge someone based on something you don't understand or identify with.

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I want to keep in mind to make real connection. Make students feel seen.

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I want to keep in mind to make real connection. Make students feel seen.

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Make sure that students feel that their voices are heard and their perspectives are valued.

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I want to continue to hold myself accountable and acknowledge my own white privilege. I will show up for my students in ways that are profound and impactful for them.

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We have to be mindful by putting our students' need first.

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I am thinking about being a white facilitator of these conversations and working really hard and purposefully to not center whiteness. Will require attention and purposeful moves and awareness

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How can we instill the joy and excitement of learning through concise questions centered on each students’ identity and interests? How can this information be gauged other than a google form and through human interactions between students in real time. Liberation and joy is the goal.

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I want to hold myself accountable in the moment to the internal conversation that Saad is asking us to have.  recognize when I am centering Whiteness or seeking affirmation as one of "the good ones"

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I want to hold myself accountable in the moment to the internal conversation that Saad is asking us to have.  recognize when I am centering Whiteness or seeking affirmation as one of "the good ones"

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I want to keep in mind that I am still very much doing this work and learning myself as I strive to do it with my students.

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I can't & shouldn't tone police. If someone feels big feelings they need to be able to get them out authentically.

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I want to be culturally responsive in the classroom and I want students to identify themselves in my lessons. 

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I want to be culturally responsive in the classroom and I want students to identify themselves in my lessons. 

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Not all kids are ready to have these conversations, so meet them where they are at. Be sure to listen as often as I speak.

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Providing students and explicitly teaching/modeling the kind of vocabulary we want them to use around race, whiteness, and white supremacy.

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Just like adults, students need safe spaces to have courageous conversations about racism, and their personal experiences or connections pertaining to it.

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I want to keep in mind that providing Ss with a safe-space to share their ideas, questions and to learn about themselves and their own identities. It can be powerful and change mindsets. Taking part of the AAPI affinity group has shifted my own mindset and each experience heard, is one shared.

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The conversations don't need to be perfect/free of flaws - it's more important that the conversations are happening in the first place.

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The conversations don't need to be perfect/free of flaws - it's more important that the conversations are happening in the first place.

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I'd like to remember to de-center myself, and I'd like to learn how to have those conversations in ways that minimize the likelihood of re-traumatization. - KCT

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Making sure that I am listening more than I am talking

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Making sure that I am listening more than I am talking

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Really listen deeply, without tone policing, assuming what I think they will answer, or spending my energy sorting through my own thoughts while they speak.

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I want to keep in mind my own implicit biases when thinking about and communicating with students. 

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I want to keep in mind my own implicit biases when thinking about and communicating with students. 

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Being genuinely curious about what students are thinking and feeling about race, identity, and the current events that will spring up.

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I want to keep in a mind the idea of accountability and how we address it as well how we can correct behaviors with new learning

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I want to keep in a mind the idea of accountability and how we address it as well how we can correct behaviors with new learning

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I want to keep in mind that they are likely more "ready"/comfortable to have these conversations than I am, or than I assume they are

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I want to keep in mind that they are likely more "ready"/comfortable to have these conversations than I am, or than I assume they are

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Each and every person in a conversation has a different view of their own identities and identities that they feel best capture who they are. Avoid generalizations, lean into flexibility and learning, declare strong norms and follow them consistently.

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I want to continue to decenter myself and view our conversations and learning through their own perspectives

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These are some hard conversations to have, but we need to remember to be respectful and considerate of the situation at all times.

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Clearly communicate what I am trying to express to a student to avoid miscommunication and hurt feelings...

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Clearly communicate what I am trying to express to a student to avoid miscommunication and hurt feelings...