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Working within the community that we teach helps us to better understand our students outside of the classroom.

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Nanette Kearl• Make Differences and Similarities an Explicit  Part of Your Curriculum  From preschool through high school, you can  create a physical environment that affirms differences. This environment might include a variety of  pictures and posters, wall hangings from different  cultures, children’s artwork, maps and flags from  around the world, bulletin boards of special days  that feature multicultural themes, exhibits of art  from around the country and the world, and a well-stocked multicultural library in which all manner of  differences are evident. The game corner can include a variety of games, from checkers to Parcheesi, to Mankala, to dominoes. Different languages can also be featured on bulletin boards  and posters, with translations in English.

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The stories given in Chapter 3 were interesting to see the students take on being mixed. It's no fun to be categorized. We are all people.-Autumn

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The stories given in Chapter 3 were interesting to see the students take on being mixed. It's no fun to be categorized. We are all people.-Autumn

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I also agree with chapter 4 being that we need to make our classrooms funand to punch up our pedagogy by using more than textbooks. i love to bring in media.

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When teachers link students’ identities with success in learning, the result is students who are more self-assured in their identities and dedicated to their schooling.

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Lack of achievement can be associated with home life but it never is the only reason.  We can work to fight these thoughts and help our students by focusing on our biases and focusing on how we can help our students and not focusing on what we can't change about our students learning

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The need for multiculturalism permeates all aspects of education. But I don't think that Chapter 4 is current with respect to recent thinking inherent to the IDEAIA. The IDEAIA uses testing, and small grouping, as a way of identifying student with special needs.  I also don't think it is current with respect to retention.  It didn't mention referring student's who fall behind for special needs.  It did however say that small grouping benefits a small number of people. It may be referring to students with special needs, there.

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Students can and often perform at the level of expectation. Higher or lower as challenged.

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Often I think it's easy to blame a students home life for their work or grades - but it's important to see that bias and expectations of that student falls into that.  Sometimes "blaming the home or the parent" is code for unconscious bias that we live with - and rewiring our brain to try to fix that bias is what's needed.

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Racism is not a thing of the past. If we do not hold high expectations for ALL students it can perpetuate racism.

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Hold your students to a standard and not just academic standards, but in ways they treat each other and their community

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Working closely with the communities that we serve will not only benefit our students now, but it will also foster a culture that will encourage future generations of students to achieve their potential.

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I'd share a lot of chapter 4 with colleagues, as every school should reexamine their setups. I'd bring up tracking specifically, as I see teachers doing it and would like to check in on them.

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That teachers cannot change the circumstances in which their ex-students lived but that they can work on changing their biases and institutional structure

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It sounds simple, but I thought the idea given to make a classroom more open to diversity with artwork from around the world and discussions so kids don't fall into the trap of being afraid to admit they notice race.

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Christine - I would talk to a colleague about the need for students to learn from a variety of methods and not just standardized testing strategies.  Collaboration, discussions, sharing perspectives, hands on learning, critical thinking skills, and evaluating can help to bring in a variety of experience.

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Christine - I would talk to a colleague about the need for students to learn from a variety of methods and not just standardized testing strategies.  Collaboration, discussions, sharing perspectives, hands on learning, critical thinking skills, and evaluating can help to bring in a variety of experience.

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Have high expectations for your students.  Taking it easy on them is not helping them.  They want and need to be challenged, even if they put up some resistance.

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Self-fulfilling prophecy, was a term coined by Robert Merton in 1948, and implies that students perform in a ways that teachers expect. We must believe in the potential of all our students and treat them as if they will succeed. 