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Self Esteem Quote

When I think about the notion of self esteem, I think about how personal it is in nature. As an educator it is important to fill our students up with goodness about themselves and really teach them to love and respect themselves, despite what the world might tell them. I love how this quote ends with "refusing to abide by the judgments of others." This really for me tied our whole discussion from this module together - because these preconceived notions of others the world gives to us are extremely detrimental to our self worth and self esteem. It is definitely a quote I would love hanging in my own classroom, maybe even have it be the classroom mantra. It starts with us!

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Safe Place/Feeling Buddies

I loved that we had a whole module over Positive Guidance, because the curriculum we implement at the school I work at is Conscious Discipline. Inside every classroom their are what is referred to as a "safe place" where children can go if they are upset - mad, sad, uneasy, missing mom anything! It is meant as a place where the teacher and student can sit together and talk through certain feelings. The child can hold the feeling buddy for the particular feeling they are having at that time and the hope is that they will eventually reach for the happy buddy. This is a really great classroom tool to have even if you are not using conscious discipline, especially with younger children.

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Blog Post

I found this blog post extremely helpful to bettering my own understanding on microaggressions in the classroom and how as the teach I can better respond when they occur. The main theme surrounding the article is the notion that we must take action, because doing nothing in response to a microaggression of a student against another can send a detrimental message. Using the word ACTION as an acronym it gives great advice on how to deal with this situation. It is a great read for any teacher looking for ways to ensure they provide an appropriate response.

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Faculty Focus | Higher Ed Teaching & Learning

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The term "microaggression" was coined in 1970 to name relatively slight, subtle, and often unintentional offenses that cause harm (Pierce, 1970). Since then, a substantial body of research on microaggressions has demonstrated their prevalence and harmful effects (Boysen, 2012; Solorzan, et. al., 2010; Suárez-Orozco, et. al., 2015; Sue, 2010).

Whether an observer, the target, or the unintentional perpetrator of microaggressions, faculty often don't know how to respond to them in the moment. We may feel frozen (if the observer) or defensive (if the target or perpetrator). How we respond can shift the communication climate from supportive to defensive, which can have an adverse effect on student learning and comfort (Dallimore, et al, 2005; Souza, et al, 2010). Despite the feelings of paralysis or reactivity that tend to emerge in response to microaggressions in the classroom, certain practices can be implemented to increase the likelihood of maintaining a supportive climate. The following communication framework is offered as one of many possible response strategies to help faculty feel better equipped to effectively respond when a microaggression occurs. I developed this framework (first introduced in Chueng, Ganote, & Souza, 2016) as an interactive response one could take to a microaggression by a student in the classroom. The acronym and steps below provide a guide on how to take ACTION rather than feeling frozen when faced with a microaggression.

A sk clarifying questions to assist with understanding intentions.
"I want to make sure that I understand what you were saying. Were you saying that...?"
C ome from curiosity not judgment.

Listen actively and openly to their response.

If they disagree with your paraphrase and clarify a different meaning, you could end the conversation. If you suspect they are trying to "cover their tracks," you may consider making a statement about the initial comment to encourage learning.

" I'm glad to hear I misunderstood you, because, as you know, such comments can be..."

If they agree with your paraphrase, explore their intent behind making the comment.

" Can you tell me what you were you hoping to communicate with that comment?"

"Can you please help me understand what you meant by that? "

T ell what you observed as problematic in a factual manner.
"I noticed that . . ."
I mpact exploration: ask for, and/or state, the potential impact of such a statement or action on others.
"What do you think people think when they hear that type of comment?" "As you know, everything speaks. What message do you think such a comment sends?" "What impact do you think that comment could have on ..."
O wn your own thoughts and feelings around the impact.
"When I hear your comment I think/feel..." "Many people might take that comment to mean..." "In my experience, that comment can perpetuate negative stereotypes and assumptions about... I would like to think that is not your intent."
N ext steps: Request appropriate action be taken.
"Our class is a learning community, and such comments make it difficult for us to focus on learning because people feel offended. So I am going to ask you to refrain from stating your thoughts in that manner in the future. Can you do that please?" "I encourage you to revisit your view on X as we discuss these issues more in class."
"I'd appreciate it if you'd consider using a different term because it is inconsistent with our course agreement regarding X..."

When practiced, the ACTION framework can be a tool that is quickly retrieved out of your mental toolbox to organize your thoughts and unpack the microaggression in a way that addresses the situation and cools down tension. When students make comments that are microaggressive in the classroom, doing nothing is a damaging option (Souza, Vizenor, Sherlip, & Raser, 2016). Instead, we can engage thoughtfully and purposively in strategies that maintain a positive climate that is conducive to learning and models the skills needed in responding to microaggressions in any context (Souza, 2016).

For more on microaggressions, including how to cultivate a classroom environment that limits them, join Tasha Souza for What are Microaggressions and What Can I Do About Them?

Sources & Resources
Boysen, G. A. (2012). Teacher and student perceptions of microaggressions in college classrooms. College Teaching, 60( 3), 122-129.

Cheung, F., Ganote, C. M., & Souza, T.J. (2016). Microaggressions and microresistance: Supporting and empowering students. In Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publication. http://www.facultyfocus.com/free-reports/diversity-and-inclusion-in-the-college-classroom/

Obear, K. (retrieved August 12, 2012). How to Facilitate Triggering Situations. Online manuscript. Alliance For Change: Boston, MA. www.AllianceForChange.com

Pierce, C. (1970). Offensive mechanisms in Black Seventies. Boston: Porter Sargent.

Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 60-73.

Souza, T.J. (2016). Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension. In Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publication.

Souza, T.J., Ganote, C. M., & Cheung, F. (Nov., 2016). Confronting Microaggressions with Microresistance and Ally Development. Conference pre-conference presentation/handout for POD Network, Louisville, KY.

Souza, T., Vizenor, N., Sherlip, D., & Raser, L. (2016). Transforming conflict in the classroom: Best practices for facilitating difficult dialogues and creating an inclusive communication climate. In P. M. Kellett & T. G. Matyok (Eds.), Transforming conflict through communication: Personal to working relationships. (pp. 373-395). Lanham, MD: Lexington Books.

Souza, T.J., Dallimore, E., Pilling, B. & Aoki, E. (2010). Communication climate, comfort, and cold-calling: An analysis of discussion-based courses at multiple universities. In L.B. Nilson & J.E. Miller (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 28, (pp. 227-249). San Francisco, CA: Jossey-Bass.

Suárez-Orozco, C., Casanova, S., Martin, M., Katisaficas, D., Cuellar, V., Dias, S., & Smith, N. (2015). Toxic rain in the classroom: Classroom interpersonal microaggressions. Educational Researcher, 44(3),151-160.

Sue, D.W. (2010). Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation. Hoboken, NJ: Wiley.

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Responding to Microaggressions in the Classroom: Taking ACTION

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Whether an observer, the target, or the unintentional perpetrator of microaggressions, faculty often don't know how to respond to them in the moment. The ACTION framework is an effective tool for organizing your thoughts, unpacking the microaggression, and addressing the situation calmly and deliberately.

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One Plastic Bag written by Miranda Paul

As a preschool teacher books are probably my most valuable resource. I grab the attention of students quite easily through captivating books such as this one. This one tells the story of an African woman who finds that plastic bags are causing unnecessary pollution and while one bag may not seem like a lot the accumulation of thousands brings devastating results. If teaching a lesson on environmental activism, I could use this book to help my students understand how one simple act, no matter how small they think it is could have damaging long lasting effects on the environment.

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Jack (Not Jackie) written by Erica Silverman

This is a beautifully written story of two sisters, one realizing that their younger sister may be a girl physically but she doesn’t like to dress up or play with girly things and prefers dressing as a boy and playing with bugs. The older sister has a hard time accepting how different the younger one is and how difficult it is for them to play together but eventually realizes that she must accept her for who she is a not who she wants her to be. This book is great for children young and old. Accepting people for who they are, despite who we think they should be is a difficult thing to learn. As educators there is a good chance that we will have a student come into our classroom who doesn’t quite fit the mold we may want them to, but it is important that we don't let our own identity and biases get in the way of allowing them to truly express themselves. As we have talked about so often books are mean to be mirrors for our students so this would be a wonderful book to have especially if we have a student who can see themselves portrayed in this book.

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Creative Art Activity

I wanted to find a addition for my audit trail on this topic that I could implement in my own preschool classroom. I thought this was a great idea - although I may go about it differently, but having each student design and decorate their own puzzle piece and then framing the puzzle as a whole and displaying it inside of my classroom. This does a great job of promoting the idea that despite our differences and shortcomings, together we are whole. It's a simple example that would be easy for my preschoolers to understand and therefore easy to implement inside of my own classroom. Bullying often occurs based on physical attributes of individuals and I can attest that these are even noticed by our youngest students.

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My own identity web

I am including my own identity web because I found it extremely helpful in seeing how my own identity can affect how I am performing my role as a teacher. I also think it would be a great tool to have in the classroom as a means of helping students understand their own identities and what makes up who they are. My preschoolers could even make a much simpler version of their own identity web and what they believe that includes. I would be interested to see how this would go!

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Be the Change written by Arun Gandhi

Books are such a great tool for teaching students difficult topics. The module on activism provided so much information, but I really wanted to find a topic that wasn't highly discussed. I chose environmental activism because it is something I have personally found myself more actively participating in. I want to get my own students excited about environmental activism and protecting the earth. This picture book uses an example of a pencil and how simply actions can have long term consequences. It would be a great addition to my own classroom library.

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"Although the world is full of suffering, it is also full of the overcoming of it."

What better person to give advice on resiliency than Helen Keller? She was able to overcome the most detrimental of circumstances - all which were outside of her control and live her life in such a way that she is an example for so many people. When teaching my students about resilience and overcoming the obstacles of life it is important to give them real examples of people who were able to do just that.

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A Dream Board

When researching ways to help students develop resiliency and grit I found this great idea of having students create a dream board. The purpose of the board is for them to set goals and realistic ways they can accomplish those goals and achieve their personal dreams. It would be a great way for them to see the importance of not only creating goals for themselves but following through with those goals as they chase their dreams. In order for themselves achieve those goals I would want them to include a few realistic goals they could accomplish by the end of the school year, and not just long term life goals. As they see their goals becoming realities they will be more likely to continue working towards them - fostering the importance of being resilient and not giving up.

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Ted Talk on Identity

This ted talk given by America Ferrera was really interesting to listen to and I resonate with a lot of the things she said. She mentions how identity is a super power, not something holding her back. I can relate this to my own identity and especially the identity assigned to me by society. Being a mother is part of my identity, but my choice to be a stay at home/working mom does not define me. In fact, like she says it is my super power. I think it is very important to teach our students that their identity does not define them, rather it amplifies the wonderful things about them.

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My Mother's Sari written by Sandhya Rao

There is a heavy Indian population at the school I work at, so if I am to create a more inclusive library I must intentionally place books on my shelf representative of children from India. There are so many different choices out there but the cover and pictures of this one stood out to me the most. As a two/three year old teacher it is important to me that I have books reflective of the students in my classroom and the cover of this features a young Indian child so it would be a great addition to my classroom library.

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Blog about bringing diversity into the classroom

As I thought about my classroom library and the previous module we had concerning identity I wondered if there were other ways that I could cultivate a more diverse classroom. This blog gives great tips for an promoting diversity in an early childhood classroom. Besides books, we can also include diversity in our lesson plans and learning times. While things like children or Christmas around the world are not bad, there can be negatives of only focusing one week of your school year on another culture rather than incorporating them all year long. This blog was very informative and gives great examples to put to use inside of the classroom.

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Preschool, Pre-K, and Kindergarten tips for celebrating diversity in the classroom.

Diversity in the Classroom

What is a diverse classroom?
A diverse classroom is one in which both the students and the teacher are accepting of all people, regardless of their race, culture, or religion. This acceptance is evidenced by the books that are read aloud, the discussions that are had, and any activities or lessons that are taught.

Diverse Picture Books

You can find a comprehensive list of 25 age-appropriate, picture books to promote diversity here.

Teaching Diversity

What is the best way to ensure your classroom embraces diversity?
Making a conscious effort to read more picture books that feature diverse characters aloud to your students is one way to include more diversity in your classroom. Also be sure to include picture books in your classroom library that feature diverse characters as much as possible.

Studying Christmas Around the World is not considered diverse, it is exclusive. When one culture, religion, or minority group is signaled out as being different, attention is being called to these differences instead of calling attention to the similarities.

When diversity, or "Christmas Around the World," is taught as a separate unit, it is confined to one or two weeks of our students lives and will have little, if any impact on their understanding and acceptance of other cultures or religions in the long run. As a rule of thumb, steer clear of Christmas Around the World and focus instead on incorporating diverse literature into your daily routine. Use those "teachable moments" to discuss similarities as they arise during your large group time.

Diverse Students

Is it necessary to have diverse students to teach diversity in the classroom?
No. This is a common misconception, in fact, if you have a homogenous classroom is it especially important to emphasize diversity because the only exposure your students may get to other cultures is through the activities, picture books, and lessons you provide them with.

Importance of Diversity

Why is diversity so important in the classroom?
Diversity is important because the world is changing every day. We must learn to accept and get along with people of all cultures, races, and religions in order to become productive citizens of the world. It is our job as teachers to prepare our students for the real world, and the real world is one which is very diverse.

We, as professional educators, have the opportunity to demonstrate for our students the importance of love and acceptance NOW, even if it is not being taught at home. Chances are, by the time your students reach the real world, it will be a much more diverse place than it is now - and we need to prepare them for that.

What can I do to make my classroom more diverse?

Provide books in the classroom library that feature children of many different skin tones and cultures. You can find many of our favorite picture books here.

Choose to display pictures or artwork on your classroom walls that feature a wide variety of diverse children.

Discuss similarities and differences between cultures with your students openly, but emphasize the similarities.

Provide students with paint, paper, and crayons that represent diverse skin tones as often as possible. Allow students to choose the color of paint, paper, or crayons they want to use.

Communicate regularly with a class in a different country via Skype.

Read diverse picture books to your class often.

If you discuss one holiday in class, be sure to discuss them all. For example, instead of focusing only on Christmas, make sure to cover and give equal time to Hanukkah and Kwanzaa too. Make sure to discuss the Lunar New Year, Ramadan, and Diwalii, when the time comes too.

Classroom Photos

Above is our What a Wonderful World bulletin board that we make on the very first day of school. I give each child a multicultural person shape and they decorate it with crayons. I invite them to choose their skin color. We place the little paper children around the world holding hands to show that we are all friends. The earth was made by cutting and pasting large blue and green sheets of butcher paper together and laminating. This display stays up all year. Above the display you can see a banner that reads "We Are All Americans".

Diverse Resources

More Teaching Tips from Pre-K Pages

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Teaching Diversity in Preschool Pre-K and Kindergarten

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Preschool, Pre-K, and Kindergarten tips for celebrating diversity in the classroom. What is a diverse classroom? A diverse classroom is one in which both the students and the teacher are accepting of all people, regardless of their race, culture, or religion.

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Sophie Feeling Books

Here is another conscious discipline tool that is great to have in the early childhood classroom. This collection of books helps young children work through the feelings they are having in a way that is easy for them to understand. There is one that I really love because it helps them when they are upset by implementing breathing. Everyday in my classroom we do a breathing exercise which is a great way to get little ones calm and focused, and ready for the day.

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I'm New Here written by Anna Sibley O'Brien

Following our learning and discussion in module 2 I realize how much my classroom library is lacking in diversity. The books on the shelf should be acting as mirrors for my students, all of my students, not just the white children. Reading and giving my students access to books is of huge importance to me, yet I never stopped to think about who the books I am offering represent or whether my students would be able to see themselves and their cultures, identities and genders represented. This book would be a great addition to my classroom library - as it tells the story of migrant children adjusting to life in a new country.