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Staff should follow up with both trans student and student who made that statement

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play it off as being generally addled due to having a lot of interviews

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Having specific examples to address that it's an inaccurate statement (re: cosmetic procedure)

Even if teacher doesn't have resources/references on hand, it is part of the Ontario Human Rights. Everyone's gender identity is fundamental to their human right.

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Pull the student aside

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One thing that teachers can do is practice on their own to become familiar with the correct name.

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teacher should come up with a mnemonic device that helps them remember the right name.

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In the case that if student is firm on their opinion

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In the case that if student is firm on their opinion

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can always rely on the Ontario Human Rights. We shouldn't be debating on someone's fundamental human right.

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guys is problematic
better is: folks, everyone, people

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If make mistake just gloss over it and move on, don't make a big deal, just explain as mispeaking and move on. If parent wants to really engage in the why, just redirect back to PTI and focus on performance in class - or refer to someone ie student services. 

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If make mistake just gloss over it and move on, don't make a big deal, just explain as mispeaking and move on. If parent wants to really engage in the why, just redirect back to PTI and focus on performance in class - or refer to someone ie student services. 

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Introduction

In 2000, the Ontario Human Rights Commission (OHRC) released a policy on gender identity and human rights, taking the position that the ground of sex could be used to protect transgender people from discrimination and harassment. The OHRC also called for an amendment to the Ontario Human Rights Code (the Code) to add "gender identity" as a prohibited ground of discrimination and harassment.

From: Policy on preventing discrimination because of gender identity and gender expression

The Code does not define the grounds of gender identity, gender expression or sex. Instead, the understanding of these and other related terms, and the implications for the Code and OHRC policies, is evolving from tribunal and court decisions, social science research as well as self identity and common everyday use.

Sex is the anatomical classification of people as male, female or intersex, usually assigned at birth.

From: Annual report 2013-2014: OHRC Today

New policy protects human rights of trans and gender-diverse people

The OHRC launched an important new policy in Spring 2014, the Policy on preventing discrimination because of gender identity and gender expression. This policy followed the 2012 amendment to the Human Rights Code to add the grounds of gender identity and gender expression. This change provides protection for one of the most vulnerable and marginalized communities in society.

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In 2000, the Ontario Human Rights Commission (OHRC) released a policy on gender identity and human rights, taking the position that the ground of sex could be used to protect transgender people from discrimination and harassment. The OHRC also called for an amendment to the Ontario Human Rights Code (the Code) to add "gender identity" as a prohibited ground of discrimination and harassment.

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Can thank student for bravery in bringing up issue.
Acknowledge that you hear the student and didn't mean to make them feel invisible.
Possibly admit that you make mistakes but are trying to change.
Can ask student for ideas about non-gender language.
Promise student that you will make an effort.
Read something about this issue - educate yourself or ask admin for ideas.

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Thank them for coming to speak to us, acknowledge that it isn't easy for students to speak to staff about something like this. Say you understand why they feel that way and say you'll make sure you use more thoughtful words in the future.

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We can disagree and still love each other unless your disagreement is rooted in my oppression and denial of my humanity and right to exist.

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We can disagree and still love each other unless your disagreement is rooted in my oppression and denial of my humanity and right to exist.

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Robert Jones Jr. - quote to address discussion behaviour

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Respond to the student:
- Validate the feelings and recognize the impact that we have caused. Hold space for those hard feelings.

- Thank the student for coming forward - recognize the difficulty in bringing something forward to a teacher.

- Change language immediately. Possibly run suggestions by the student on how to change language and ask for their feedback.

- Recognize that change may take time and that we are imperfect.

- Welcome ongoing feedback in the future

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Address it in the hall (how this looks will depend on each individual), then schedule a follow-up with this student to attempt to better understand their mindset. This is a longer conversation that cannot adequately be addressed in the hall. Consider your relationship to the student. Get someone to support you during the follow-up conversation. Ask colleagues who may know this student to see if they've noticed anything similar.

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Say from the start that you want to set an inclusive tone, create a learning community of growth. Indicate positive intentions from the start of the course. Talk about how initial mistakes can help us grow. Create safe space.

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Make private personal notes as reminders and keep them with class materials. (eg/ dead name & new name, preferred pronoun). Consistently seeing the notes should help one to remember.

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A fundamental question:
How to treat this as a "teaching moment"?
1. To address directly and refute the student: your claim is wrong, because...
2. Ask a follow up question to give an opportunity to clarify / explain?

A key: with a student in the room who is upset, perhaps #1 is necessary. Otherwise, the reactions in the room can very quickly spiral into something that becomes more hurtful.

Another key: address how unfortunately the claim itself is something that causes distress itself. (If it is not presented immediately, then any subsequent discussion runs to risk of becoming more harmful.)

Another key: It is important to check in afterward with both the student who made the initial claim, and also the student who was upset by the claim.

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move on and don't dwell on the error

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Difficult conversations can come up in class - important for teacher to create an environment where disagreements can be constructive

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Important to affirm that trans rights are human rights.

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Privately ask the student the story of their preferred name... may make it easier to remember if there's a story behind it.

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- notify Guidance FIRST
- notify the student (but only AFTER hearing back from Guidance as to next steps )

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Reading on the subject, encouraging students to post articles/videos they find in Google Classroom for everyone.

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Looks at the facts, the science, the language

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Set feedback expectations from the start of the course

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Set feedback expectations from the start of the course

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Outline how students can give feedback and bring up issues from the beginning of the course. Work on the difference between reaction and response. Watch out for cancel culture. Encourage compassion and empathy, patience with ignorance.

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When having daily check ins, especially in the beginning of the year, making sure to create opportunities for both teachers and students to share their pronouns, name pronunciation, etc. Having that for the first week or so would be a great way to start the year, and help us remember, and will prevent mistakes like this from occurring.

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This is about health care which is really clear/objective

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Health care - we don't really get a say about other people's healthcare, but how can we discuss what good health might be in this case (physical, mental, emotional)

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Health care - we don't really get a say about other people's healthcare, but how can we discuss what good health might be in this case (physical, mental, emotional)

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Encourage further discussion / conversation.
Have further discussion with entire class.
Could lead to a productive conversation in biology class.
There are probably more students who are having similar questions.

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Could lead to a productive conversation in biology class. Could use this "overheard" conversation as an entry point . There's probably more than one student with similar ideas.

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Historical and artistic perspective - what has changed over time (circumcision example)

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Historical and artistic perspective - what has changed over time (circumcision example)

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think of wording given to staff "I can't talk about that, please refer to..." perhaps give more responses for staff to choose from  

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think of wording given to staff "I can't talk about that, please refer to..." perhaps give more responses for staff to choose from  

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In terms of the apology, we understand the importance of making amends with the student impacted while not putting a spot light which may make them uncomfortable. We are human and make mistakes however are will should do better moving forward.

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In terms of the apology, we understand the importance of making amends with the student impacted while not putting a spot light which may make them uncomfortable. We are human and make mistakes however are will should do better moving forward.

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Training for teachers to be able to handle making a safe space, using language, time and space to think and change, work on tone.

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Training for teachers to be able to handle making a safe space, using language, time and space to think and change, work on tone.

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Giving students examples and time so they don't have to be reactionary in the moment. Lower the stakes, encourage empathy.

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Giving students examples and time so they don't have to be reactionary in the moment. Lower the stakes, encourage empathy.

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A person with this mindset is likely not ready for...

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Address in the hall, consider relationship to student, support during follow-up conversation

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Address in the hall, consider relationship to student, support during follow-up conversation

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Very important to address this in the hallway, at least briefly. Depending on comfort levels/relationship with student, this can be varying levels of organic

In the event that a student doesn't know you, it's important to introduce yourself (name, job). "I'd like to have a little conversation with you later just about what you said" - make sure to validate the student and acknowledge that these topics can be confusing, but the UTS is very inclusive and being a UTS student means having a certain responsibility to develop empathy surrounding this.

- Guidance can work collaboratively in classrooms, working with what teachers are ALREADY doing, to help spread awareness about these issues. It could be helpful if we come at this issue from various subjects, with a common, consistent message (i.e. inclusivity).

Issues: How much you know the student, your role in the school.

Conclusion: Talk to student in hall, follow-up.

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We also discussed an idea where the GSA could make one (or more) suggestions for each subject area to make a change or take an action that would make trans students feel more comfortable in their class.

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We also discussed an idea where the GSA could make one (or more) suggestions for each subject area to make a change or take an action that would make trans students feel more comfortable in their class.

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One challenge is that the harmful comments in these scenarios are not just isolated to a class, a school, etc. Those ideas float around everywhere in social media and other forums. Students echo what they read and hear, and what they encounter at home, and what they hear in their communities, and so unwinding the harmful ideas can be incredibly difficult. More than just one conversation, or one moment of 'correction.'

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One challenge is that the harmful comments in these scenarios are not just isolated to a class, a school, etc. Those ideas float around everywhere in social media and other forums. Students echo what they read and hear, and what they encounter at home, and what they hear in their communities, and so unwinding the harmful ideas can be incredibly difficult. More than just one conversation, or one moment of 'correction.'