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Active learning and making content relevant are strategies that all students will benefit f

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I would love to work with our equity coach.

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I use active, highly engaging learning and allow the students a good deal of input into where our lesson go.

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Communicating with students and their families helps build a respectful environment in the classroom. When students are respected they trust and then are willing to try new and challenging tasks.

In a pre-kindergarten classroom Creating a learning environment with props representing  a variety of foods , clothing, and celebrations helps children feel welcome and encourages them to participate in learning activities.

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Increasing visual aids that represent the student cultures in my classroom. We have a few pictures but I would like to incorporate pictures that students can personally identify with.

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I greet parents and students by name in their home language each morning. My hope is that parents will feel comfortable communicating with me and know that they are welcome in our classroom.

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Encouraging students to share their OWN stories is something that I think needs to be honored and valued and encouraged.  So many of our students would benefit from the stories of others (stories they are willing to share) and it would be powerful to give some of our students a window into what their classmates experience or love or want to share.

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I have an increasing interest on how to best support students of color who are experiencing neglect, trauma or crisis. I think creating safety at school is a priority and would like to know more about how I can use effective strategies beyond what I am already doing to help support those who need extra support.

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In the library, I work to make sure all students are represented in our books. It is important that all students see themselves in this space and see stories where they are represented.

I use a lot of turn and talk in activities to build community and so all children have a turn to participate in a way meaningful for them.

I am also a proponent of learning and using children's names. It is important that all children feel valued and using names helps children know they are part of our community.

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I think all students seeing themselves represented is an incredibly powerful thing. We must include even more purposeful representation and bring attention to students who are often left behind.

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I would like to speak with other colleagues across the grade levels, with EC, specials, etc. about equity across the school as well as bringing in Esther to discuss what more we could be doing.

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In our room, we work on building relationships. A huge focus is thinking with empathy, we are working about thinking about others before we say and act. We also use diverse texts. Everyone has a chance to share and bring from their personal experiences.

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Personal buy in is huge for so many of our students. If they feel like they have a stake in what they are learning, they are invested, they are excited or more curious and that is such a huge block for so many of our students.

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I would really love a chance to collaborate with colleagues about how they maximize and capitalize on student experience. I think so many people have great ideas and it would be excellent to learn about what works in other rooms/settings.

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we actively tie in personal experience to most math problems and writing samples. I do find that sometimes I struggle to come up with more innovative ideas to draw in some of the harder to reach kids.

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Making connections with students and creating high engagement lessons makes school a safe and fun place to learn everyday.

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I'd love for the staff to have an opportunity to work with our Equity coach Esther.

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In K-2 Classrooms, we continue to focus on the importance of morning meetings. Morning meetings not only set the tone for the day, but also: ensure all voices are heard and valued, builds community and aids in teachers and students learning about one another.  This contributes to a safe and engaging learning environment for all!

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I LOVE the strategies of "storiey it" and "make it social". Especially in grades 3-5, these seem like strategies that would really connect with kids.

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I loved this quote:
"In reality, culturally responsive teaching is less about using racial pride as a motivator and more about mimicking students’ cultural learning styles and tools. These are the strategies their moms, dads, grandmas, and other community folks use to teach them life skills and basic concepts long before they come to school and during out-of-school time."

I want to start using this quote to guide the conversation in PLC's about culturally relevant teaching.

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Currently, with PLC's, we are working on choosing texts in literacy and math context for problems where students see themselves. We also try to make sure writing assignments provide choice for students to bring in their own background, keeping the writing with a realistic purpose.

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How the strategies I use or the ones mentioned help the students...

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How the strategies I use or the ones mentioned help the students...

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The students start to speak Spanish inside and outside the classrooms.
They have very active participation in the class and they have fun!

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Strategies I would like to learn more...

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Strategies I would like to learn more...

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I would like to learn more games based on Go Fish. It was mention of the article: 3 Tips to make Any Lesson More Culturally Responsive, by Zaretta Hammond.

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Strategies that I currently use in my class

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Strategies that I currently use in my class

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In the Spanish Class, I use some words that have connections in other languages like English or French. Then, I explain the roots of the word that normally are Latin and Greek. Finally, the students, make their own connections in their brain and it easier to them recall the meaning of the words even they are in Spanish.
Also, I used diverse images and music for every class.

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Research, studies, and data are painting a strong and compelling picture indicating that Emotional Intelligence, Empathy, and Resilience are critical to human success---students who take any of these pieces away from their lessons with us will be able to apply them to any of their interactions and transactions throughout their daily existence.

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We'd love to build the connection between the empathy and courtesy that we are promoting and practicing with the human power of storytelling and meaningful relationship building.

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We incorporate as many languages of the students as possible, so far including Mandarin Chinese, Spanish, Japanese, Korean, Hindi, Tamil, Karen, German, Cantonese, and Sign Language. We use these within the context of developing Empathy and learning Courtesy as a way to connect with and relate to other people. We attempt to place every activity and lesson within a historical context as a way to help students develop a referential orientation between themselves and the cultural situation.

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I try and use materials that reflect the population of students in my classroom. This ranges from books to  posters and even clipart. I want to make sure each student can see themselves in the kinds of things I use to help educate them.

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I try and use materials that reflect the population of students in my classroom. This ranges from books to  posters and even clipart. I want to make sure each student can see themselves in the kinds of things I use to help educate them.

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Invite other cultures into your classroom.

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Invite other cultures into your classroom.

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I try to get parents involved by inviting them to view work, and ask questions or comment through online platforms and I also occasionally ask them to help with class assignments, such as recording folktales from their culture to share in my classroom.  It is a great way to bring in students' cultures and show that they are valued, as well as exposing native speakers to experiences beyond what they may have known thus far.

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How the strategies I use/mentioned help students

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How the strategies I use/mentioned help students

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The more engaged and comfortable my students feel, the more they'll learn (this is true for the Spanish classroom as well as for other content areas, of course). I always learned best when I felt valued, seen, appreciated, and like my teachers cared about how I wanted to learn and participate in class. I look forward to learning how to make my classes a more collaborative experience between the students and myself. I would love to give them more ownership of their learning (and have it go well :). I also am consistently trying to challenge negative, stereotypical narratives and affirm students' value (and all people's value). I try to support students to see themselves in a positive light (and to model that myself). Rule number '0' in my class is to "Be kind" (since we started with 4 other rules and then it became clear that we needed to go back to basics and affirm that kindness was where we needed to start). That includes addressing issues in class linked to oppression and teaching during teachable moments when they come up. It also includes helping students understand when they say something off (either about themselves or someone else) why it might be best to say something different (or not at all) instead.

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I'd like to get better at incorporating the use of stories into my classes in ways that are meaningful and engaging to the students. My fear is that they'll be bored or not understand what's going on. I'm sure I can find new ways to make these activities interesting to students. I'd also like to use more authentic songs from different cultures (and again, I want the kids to be engaged and learning and not lost). I knew how to do this more easily with middle school students but it can be challenging at the elementary level. I'd also like to learn more about collaborative games (as opposed to competitive games) and get better at trusting students to work in small groups and pairs (and creating guidelines for those that ensure that learning is continuing to happen).

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I show racially and ethnically diverse images of people (children and adults) to make sure all of my students see people like themselves portrayed in positive ways in the images we use. I try to be careful and thoughtful to make sure that I'm not promotive negative stereotypes or narratives and that I'm intentionally counteracting them, instead (with regard to issues of race as well as to gender stereotypes, heteronormative stereotypes, ableism, ageism, xenophobia, religious stereotypes, etc.). I do try to incorporate music (ALL types of music, not just music that reflects white culture), movement, games, chants and things of that nature as much as possible, as well. I've incorporate stories here and there over the years, and I could incorporate them more, too.