# data[].attributes.body
being more prepared to have conversations with students directly after something triggering occurs

# data[].attributes.body
I commit to pushing myself and my coworkers to be knowledgeable about anti-racist education, and learning how to have difficult conversations in my 1:1 environment in a way that is not forced on the student.

# data[].attributes.body
Providing the facts. Presenting both sides of information and letting the students decide what they believe.

# data[].attributes.headline
Calling out my coworkers, my superiors, and even my friends.

# data[].attributes.subject
Calling out my coworkers, my superiors, and even my friends.

# data[].attributes.body
I commit to working to have more conversations with students about taboo topics, and making sure I build a classroom climate where my students feel comfortable sharing and feel they are respected and heard.

# data[].attributes.body
Building/ teaching emotional intelligence is important for the foundational skills of teaching taboo topics.

# data[].attributes.body
Roy shared usvshate.org as a resource with lessons for addressing social injustices. Thanks Roy!

# data[].attributes.headline
"Is it ever too late to bring something up?"

# data[].attributes.subject
"Is it ever too late to bring something up?"

# data[].attributes.body
- Lauren (question asked by Jorge)

# data[].attributes.body
Diverse and representative readings about people and history with differentiation for the various needs of learners is a way for students to access developmentally appropriate history and serves as a gateway to more complex discussions about race and white supremacy.

# data[].attributes.headline
It's never too late to talk about race, white supremacy, violence, because it is all around us and affecting us every day.

# data[].attributes.subject
It's never too late to talk about race, white supremacy, violence, because it is all around us and affecting us every day.

# data[].attributes.body
If you want to talk about a specific event that has passed, frame it as a conversation of "what happened? what were you feeling at the time? what are you feeling now?" etc.

# data[].attributes.body
Using picture books to help gen Ed and student understand or talk about tough topics

# data[].attributes.body
The Ladder of Inference is a deceptively simple tool - I really like how it's very directed and open-ended at the same time.

# data[].attributes.body
I commit to learning more about those taboo topics that I want to discuss and reaching a point where I feel comfortable having those classroom discussions.

# data[].attributes.body
To be completely honest, I was hoping that we were going to spend this time talking about conversations that we can model around maintaining sorts of "unbias" in our conversations with students, which I hope we can talk about

# data[].attributes.body
I commit to having important conversations with my students about the many things happening in our country.
* Question: Is it ever too late to have a conversation about a something that has happened around the world?

# data[].attributes.body
Shift- safe space to BRAVE space

# data[].attributes.body
I commit to planning my lessons more intentionally in order to address taboo topics. I commit to setting forth a space in which these topics will be discussed and welcomed.

# data[].attributes.body
I commit to having brave conversations with my students!

# data[].attributes.headline
Trusting my students to make mistakes and learn.

# data[].attributes.subject
Trusting my students to make mistakes and learn.

# data[].attributes.body
Our students are brave, kind, intelligent, and resilient. They are willing to have difficult conversations as long as we can frame the beginning in a way they can access the discussion and make connections to their own lives or feelings.

# data[].attributes.body
I commit to being braving and taking on conversations that may feel uncomfortable

# data[].attributes.body
Our ability and willingness to hold uncomfortable conversations with students is not isolated from the steps we need to take with our coteachers - it’s my responsibility to spark adult/coworkers interest in ABAR, not do that emotional labor for me, my students, and them

# data[].attributes.body
Project-based learning in addressing history, race, and current events. For example, each month students can be asked to produce a cumulative project on a theme of the month (race, gender, income inequality)

# data[].attributes.body
I commit to self-reflect and inform myself about the social injustices and current issues affecting myself and my students and plan for creating a brave space for conversations.

# data[].attributes.headline
"As an adult who has gone through the American school system, you might feel stuck because you also realize how little you know about Asian American history and people. It is a huge challenge to teach about what we don’t know..."

# data[].attributes.subject
"As an adult who has gone through the American school system, you might feel stuck because you also realize how little you know about Asian American history and people. It is a huge challenge to teach about what we don’t know..."

# data[].attributes.headline
"The turning point came when one afternoon, a student came by after school. She shared, “when you say we are going to discuss the reading, I am not sure what you mean or what I am supposed to do.”"

# data[].attributes.subject
"The turning point came when one afternoon, a student came by after school. She shared, “when you say we are going to discuss the reading, I am not sure what you mean or what I am supposed to do.”"

# data[].attributes.body
"I needed to teach how to listen, build on each other’s ideas, ask clarifying questions, and respectfully disagree."

https://www.weareteachers.com/student-discussions/?utm_source=WAT_MDR&utm_medium=Enews&utm_campaign=WAT_Enews04082021%20&mkt_tok=MjkwLVZTRS01NjYAAAF8UrkP1UiMiu_TYrUjS7Jz4xPWwk-2ftp9WU6By7nfrDOzDuKnzfrN-XxF9yX_obopc4cQPV0MOMw9_-WsrioJ8ZqxlJ4ruUnzs_NO4DU3

# data[].attributes.body
Teaching students about credible sources and citing sources in the context of current events.

# data[].attributes.body
Be receptive to the students who continually bring up topics they want to talk about. Offer some time in class to listen and discuss.

# data[].attributes.body
Trusting that students are prepared to engage in difficult conversations, and that I am prepared to lead them.

# data[].attributes.headline
How do different people or groups of people represent and express their power?

# data[].attributes.subject
How do different people or groups of people represent and express their power?

# data[].attributes.body
analyzing snap-judgements and continuing self-reflection.

# data[].attributes.body
Our spaces need to be cultivated in away that students are comf

# data[].attributes.body
Early Learning: kids don't bring up much around the social issues we're facing, and when they do it's usually one of them, not the whole group wondering about it. Should we bring it up? We can talk about social and civic matters in general ways, to raise awareness about diversity (of feelings/opinions, of race, language, ability) and the awesome aspects of diversity and expressing different opinions and still living together. These lessons don't have to refer to specific events that are happening, if kids don't bring them up, but will give them a bit of a frame if they actually encounter them outside of school.

# data[].attributes.headline
Before turning the conversation to taboo topics be sure to build a strong foundation in conversation skills, listening skills, and mutual respect for perspectives.  In making a brave space much groundwork needs to be laid for students who are learning to discuss.

# data[].attributes.subject
Before turning the conversation to taboo topics be sure to build a strong foundation in conversation skills, listening skills, and mutual respect for perspectives.  In making a brave space much groundwork needs to be laid for students who are learning to discuss.

# data[].attributes.body
When you're not sure how to start conversations and discussions, start by guiding students in getting to know each other:
https://www.tabletopics.com/

# data[].attributes.body
We can use read alouds with our early learners to build a foundation for learning and discussing important topics now and later in their education. These can provide the vocabulary and associations needed to participate in conversations.

# data[].attributes.body
I commit to being open minded about conversations / topics that my student bring up during class.

# data[].attributes.body
While I haven't looked as closely as I would like to at this resource, at first glance it seems to provide a wide-range of lessons on a variety of topics of diversity.

# data[].attributes.headline
Spend time in my small groups pull-outs discussing emotions and opinions and being able to share them with others who have differing emotions and opinions.

# data[].attributes.subject
Spend time in my small groups pull-outs discussing emotions and opinions and being able to share them with others who have differing emotions and opinions.