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I would like to take more time to explore hidden identity markers with colleagues and students. Even doing the activity in the video with the adults could help us think in a deeper way about each other and about our students. (Since my students are 3 yrs old, they couldn't do the same activity as in the vid.)

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I want to observe and question my biases related to hierarchy. I have a big preoccupation with it and have allowed myself to be controlled by it, even when I feel I'm contributing to unfair practises. I want to be more aware of the choices I make in this regard and to actively, vocally question 'how we do things.' The NYT article really helped me to remember that doing the right thing may cause you problems. I think this is another sign of privilege - the thought that everything should go well if I'm doing the right thing. Not true.

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I want to continue to analyze the books I have in my classroom and to think about who wrote them and what identifiers they portray, both outward and hidden.

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I work in an international school and provide professional learning for our faculty and staff. I would like to make it a consistent and regular practice that when we are using narrative and examples as strategies in our adult professional learning, we are including stories and artifacts from our host country culture. Half of our faculty are host country nationals and when we approach our work with predominantly North American lenses, we risk a diminished sense of belonging for half of our colleagues. I want to actively seek stories and examples that highlight our host country language and culture.

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I have been trying to pay close attention to generalizations and assumptions in my language patterns and in my work. I want to keep examining those to interrupt my biases and to be more inclusive in my interactions.

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I have a tendency to be polite and to not address moments or comments that are potentially demeaning or where unconscious biases may be revealed. I sometimes rationalize these with thoughts of "he or she didn't really mean it that way". I am practicing being professional over polite and courageous over comfortable (Brene Brown) by sharing the impact of comments that are made toward me or others that diminish who we are and negatively impact our self-respect. For example, after an event at school that exceeded expectations, it was described by a senior leader as "fortunate". The work that went in to planning the event was done by a team and was very deliberately and painstakingly planned. It was anything but fortunate and it should have been celebrated as an example of teamwork, expertise, and execution. I want to stop being a bystander to those kinds of comments and either ask questions of the speaker to understand his/her perspective or to share the impact of the comment.

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I'm a math teacher and pretty much all the resources only name white males as contributing to history of mathematics. Through an activity I've tried in a few classes the past couple years where I ask students to research a mathematician, and the list is about 80-90% people of color or lgbtq, I have gotten good feedback from students about seeing someone with their identity. But, it's a "one-off," so I want to research more ways to integrate representative mathematicians into my courses so that it feels authentic and not an add-on. (Jim W)

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I want to include more sex-ed in my classroom. Even though sex-ed in my school is taught by the physical education teacher I want to have more discussions about gender identity, sexual orientation, pronouns, body wonders, all of it! I truly believe that sex-ed saves lives and needs be normalized in our daily communication. - Robyn Selvam, Toronto

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I want to stop passively interacting with both students and other staff member. Not saying that this is an everyday thing, but a girl gets tired sometimes. I want to make sure I am actively listening and reflecting on the conversations I have during the school day. This way I can call-in people for conversations and check my own biases.

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I want to continue taking courses and webinars, reading from different perspectives, and learning from new people. We can learn lots of listening to others who are different from us.

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I have been working hard for the past couple of years to change my language to represent everyone, and owning it when I make a mistake. It started a few years ago with the simple switch of changing from saying "you guys" to "y'all" or something else that does not reference gender in anyway. Jim W

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I want to make sure that I don't forget to include individuals with invisible markers as part of student choice assignments.

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I want to ensure that my assignments don't add additional pressure points. I would rather my students be focused on the process than the product because there is so much for the brain to think about with regard to the content we are exploring. If students are deep in anxiety they cannot effectively explore the more complicated issues.

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I want to continue the extensive use of student choice and individual exploration.

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I would like to find ways to get students to use these activities to share how they more alike than they are different. It feels like we are often sharing how different we are but not where these identities intersect and can lead to positive discourse and compromise.

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I would like to work on my own biases when it comes to gendered language and be better at using non-gendered and inclusive language. As more students feel comfortable being their authentic selves outside of the binary, I would want to be more inclusive as to how they feel when I am referncing the class as a whole.

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I feel I have always provided a safe space for all students to share and be present in my classes. As the school year begins, I always begin my classes with the tone that disrespect for others is a nonnegotiable. We may disagree but we will not tear anyone down, our class is our community. I hope to continue that practice.

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Prioritizing reflection for students as part of a healthy classroom practice. Asking the right question to see the ways that students are engaging and participating in the class

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Continue to learn more about my students, what excites them, what concerns them, what questions they have.  And encourage them to learn more about each other.  It is in these relationships that the best learning can happen

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I have used looking at individual identities with my students, but recently began looking beyond that (due to PD this summer) to cultural identities and that has a lot to do with family/home environments and the way students are raised. No matter if their beliefs and likes are similar or opposite, what a person's experiences are, how someone was raised, plays a part in forming identity - and that is what I want to tap into this year as well - so students can better understand who they are, why they think or see things from their perspectives, and how they react...

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I like that the video uses artwork - I have always used just writing...depending on the comfort level maybe collage, etc. can also be used for 'equity' in the classroom - what people are most comfortable with using to express themselves.

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This one is difficult for me - I have always used "ladies and gentlemen" or ma'am, miss, and sir...after almost 30 years I think I need to come up with how to address a group with the same respect that I want to convey, while not focusing on gender...