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pg. 119
"The disturbing reality is that whether through verbal or nonverbal communication, students receive messages about their value and worth on a minute-to-minute basis during classroom instruction. These messages, delivered unconsciously, daily, over time, have a profound effect on students."
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pg. 124 "Many educators assume that these statistics demonstrate that black students misbehave more than white students. However, a growing body of research shows that the disparities are more likely tied to adult behaviors and perceptions than to disparities in student behavior"

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pg. 124 "Many educators assume that these statistics demonstrate that black students misbehave more than white students. However, a growing body of research shows that the disparities are more likely tied to adult behaviors and perceptions than to disparities in student behavior"

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p126 "Reducing the amount of discretion in a system can't eradicate discrimination, but can reduce it."

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p126 "Reducing the amount of discretion in a system can't eradicate discrimination, but can reduce it."

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pg. 123 "Its impossible to address racial disparities in student discipline without understanding our society's criminalization of black lives. A proactive step we can take as leaders is t help ourselves and our staff understand the effect this criminalization has on our unconscious reactions and split-second decisions and, the impact this has on students"

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pg. 123 "Its impossible to address racial disparities in student discipline without understanding our society's criminalization of black lives. A proactive step we can take as leaders is t help ourselves and our staff understand the effect this criminalization has on our unconscious reactions and split-second decisions and, the impact this has on students"

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Considering mindset shifts for ourselves with schools and our schools with their students in relation to text on page 124 "What if the overrepresentation of black and brown students in the school office has more to do with adults' biases than children's behaviors.... disparities are more likely tied to adult behaviors and perceptions than to disparities in student behaviors" 

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Considering mindset shifts for ourselves with schools and our schools with their students in relation to text on page 124 "What if the overrepresentation of black and brown students in the school office has more to do with adults' biases than children's behaviors.... disparities are more likely tied to adult behaviors and perceptions than to disparities in student behaviors" 

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pg. 121 "Were they quicker to assume the student wasn't capable rather than wonder what might be inhibiting him from participating?" 

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pg. 121 "Were they quicker to assume the student wasn't capable rather than wonder what might be inhibiting him from participating?" 

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Thinking about the impact of implicit bias on academic success in relation to the text on page 120 "If we tend to establish relationships more easily with certain groups of students, then they are likely to be the ones who approach us for academic help more often... may likewise develop a pattern of not seeking help, which may compound over time... "

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Thinking about the impact of implicit bias on academic success in relation to the text on page 120 "If we tend to establish relationships more easily with certain groups of students, then they are likely to be the ones who approach us for academic help more often... may likewise develop a pattern of not seeking help, which may compound over time... "

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pg. 119 " The disturbing reality is that whether through verbal or nonverbal communication, students receive messages about their value and worth on a minute to minute basis during classroom instruction."

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pg. 119 " The disturbing reality is that whether through verbal or nonverbal communication, students receive messages about their value and worth on a minute to minute basis during classroom instruction."

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p124 "While none of us wants to accept it, our perceptions of students are not neutral. Our biases inevitably influence how we respond to student behavior."

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p124 "While none of us wants to accept it, our perceptions of students are not neutral. Our biases inevitably influence how we respond to student behavior."

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p120 "...our ability to form authentic relationships with students may play a bigger role than we think in a student's willingness to approach us."

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p120 "...our ability to form authentic relationships with students may play a bigger role than we think in a student's willingness to approach us."

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For all of us the mindset of good kids and bad kids is likely more rooted in our minds than we think. We know because harsher punishment for black students is pervasive. (black = bad, dangerous, violent) As we've described earlier the impacts felt not just by those who are subject to the discipline by the bystanders who witness the unfair treatment as well.

Who are "those" kids in our schools? How does it reinforce white supremacist - racist mind sets? How does it mirror and reinforce our current policing and justice system? How are we hurting all of our students daily?

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"We make decisions quickly and under stressful conditions, when we're most susceptible to bias influencing our actions.  Since we can't trust our instincts, collecting data from external sources becomes an essential tool' (p. 128).

In schools this is too often the criminalization and adultification of children of color (some schools even advertise this!), and on the streets this is white officers making split second decisions that kill children of color. Can the data change behavior? Does it reduce the bias? Does it change the way a white person reacts under stress? I feel a bit lost at sea. And I want to cry.

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"...policies that require us to act counter to our learned instincts require changing mindsets, a much more difficult process." p. 130.  This is so important to understand in our work.  This is the adaptive challenge and it is easy to think that we can just change behavior.  That will work to a certain extent and definitely needs to be done, but we also have to be aware of where the resistance to change is coming from, uncover that, and support people in shifting mindsets.
- Anonymous Shannon

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“Where there is discretion, there will be discrimination. Reducing the amount of discretion in a system can’t eradicate discrimination, but it can reduce it. One tool that helps is an external checklist or flowchart” (126).

In what situations do discretion and/or discrimination serve toward equity? What justifies the authority to bypass flowcharts and use discretion in those cases and not in others?

- Anonymous Jon

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P.123  "It's impossible to address racial disparities in student discipline without understanding our society's criminalization of black lives".  What a moment in history to be reading this sentence.

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"Do I collect data on my classroom racial climate?"

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"Do I collect data on my classroom racial climate?"

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p.123. This feels unrealistic. It's hard to imagine NYC HS teachers doing this. Someone tell me I'm wrong.

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The impact of auditing student participation

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The impact of auditing student participation

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pg. 121 - In regards to Ethiopian child not raising their hand in class: "Sarah and her staff wondered if unconscious bias had influenced their complacency  with this and the silence of other black students in class. Were they quicker to assume the student wasn't capable rather than wonder what might be inhibiting him from participating?"

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Impact of Relationships on Whether Students Seek Help

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Impact of Relationships on Whether Students Seek Help

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"...students we have not formed relationships with may likewise develop a pattern of not seeking help, which may compound over time, making them less and less likely to seek help as the year progresses...The good news is that students' comfort and willingness to approach us for help is well within our control."  This section confirms my experience as a shy student myself who did not have strong relationships with adults in school and did not feel comfortable asking for help.   Relationships between student and teacher are critical in increasing student engagement and I was encouraged by the hopefulness expressed because  I think many teachers feel they do NOT have control over whether students ask for help and engage.  Structures and protocols can help teachers develop relationships with students that may not otherwise happen organically..

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On the importance of establishing shared language, shared meaning:

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On the importance of establishing shared language, shared meaning:

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The checklist didn’t remove judgment; it improved it.

This definitely reminded me of the rubric work and the values that underpin it.

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On the need to create standardized processes:

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On the need to create standardized processes:

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In this context, standardized rules posted in a classroom or hallway are an essential aid for the educators, so that we can hold ourselves accountable for following the school and classroom management systems and interpreting behaviors with fidelity.

^^ this quote is not the best example of this, but got me thinking about our work more broadly - As we see in SDC and CI work, standardized processes steer us away from jumping to immediate assumptions or using our personal values/experiences to act. To the point the authors make however, this only takes us so far.

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"We also need to accept that unconscious bias will continually creep into the school day, by continually creeping into our thinking. We address it not by creating systems alone, but by increasingly shedding defensiveness and adopting a mindset of inquiry."

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From Instagram...

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"The disturbing reality is that whether through verbal or nonverbal communication, students receive messages about their value and worth on a minute-to-minute basis during classroom instruction. These messages, delivered unconsciously, daily, over time, have a profound effect on students."