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We noticed the following:

1 - Assumption of cultural norms- “You're mother is Jamaican right”

2 - Never truly checked to see if the student was okay.

3 - No signs of empathy to see if the student is healthy

4 - Not welcoming or inviting

Things we could do differently:

1 - We would privately ask if the student was okay.

2 -Ask the student if they had any thoughts to try to get them to engage.

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The teacher should do an icebreaker to allow students to share where they are from and something about their culture

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We suggest the teacher do an icebreaker to learn about where the students are from and something about their culture.

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Noticed that the teacher made assumptions about the student i.e. where the student is from; that she has a mother.

Feedback for teacher could include asking child to check in on the Mood Meter to get a sense of how she is feeling and why; ask the child if she is okay and why head is on the desk.

Teacher can make an effort to learn more about the child, where she is from, what her interests are.

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The teacher can ask her privately to see if she is ok first, and then they can have more conversations about the student's culture. She should not make any assumptions about the student's culture

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Room 45: It is important to not make assumptions about where a student comes from, how they were raised or their family dynamic. It is necessary to give students time to engage in the lesson and to understand what might be occurring with them and why it is happening. It is necessary to treat students with dignity and to try understand what they may be dealing with without assuming that they are being disrespectful. 

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Room 45: It is important to not make assumptions about where a student comes from, how they were raised or their family dynamic. It is necessary to give students time to engage in the lesson and to understand what might be occurring with them and why it is happening. It is necessary to treat students with dignity and to try understand what they may be dealing with without assuming that they are being disrespectful. 

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Be careful with assumptions- Could have used a strategy of trying to encourage extended work or talking with the student privately. Need to get to know your students and assumptions would not be necessary- Use the available water ( in the scene) as a way to get the student to engage 

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Be careful with assumptions- Could have used a strategy of trying to encourage extended work or talking with the student privately. Need to get to know your students and assumptions would not be necessary- Use the available water ( in the scene) as a way to get the student to engage 

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Site 11: All students are encouraged to participate and express their ideas. They are encouraged and responsible for their own learning. Students are open to explain their thought process, participate in critical thinking assignments, critical len, explain word problems in math and different systems of solving math problems.

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Site 11: All students are encouraged to participate and express their ideas. They are encouraged and responsible for their own learning. Students are open to explain their thought process, participate in critical thinking assignments, critical len, explain word problems in math and different systems of solving math problems.

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Site 7- Whenever we have student lead conversations and student created norms we lead to critical conscious conversations. Also, When we start to evaluate the "why" of DREAM and how students got into DREAM they start to question the history and systems around specialized high schools. This also shows up when analyzing the access to DREAM applications and information among parents and communities.

Site 18's students were excited to read from Miles Morales. They like reading the pieces they like!

Site 18- All students embrace all cultures as valuable!

Plan for holidays for next year so all students feel seen. - Site #12

Teachers can engage students in learning by making the subject relevant to their everyday lives. They need to know why they the skill you are trying to teach. Teachers can learn more by asking questions and giving surveys. It is also best to connect with parents to see how they communicate and what works at home. Students are also very aware of how they receive information so teachers should grant the opportunities for conferencing._Site 6

Site 8 - Build relationships. Engage and connect. Build trust and invest in them. (Sounds easy, but it's hardwork and it takes time... trust the process!)

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Site #4 Elevating students voices and given them avenues, like student government, to advocate for themselves. This requires them to be well informed about their rights and responsibilities. Could we possibly introduce or integrate more civics into our lessons?

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Allowing students to bring their own experiences to the classrooms without fear of being judged and or ridiculed.

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Site #4 More family outreach, like workshops for parents and inviting parents into the schools, will allow us to get a better sense of the community that we are serving. It will also allow us to dive deeper than some of the superficial experiences that have been used in the past.

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Students constantly bring up inequities that exist in schools, which we must engage them in a rational/educational solution

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Students constantly bring up inequities that exist in schools, which we must engage them in a rational/educational solution

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Site #4 At times our hands feel tied because we don't always get to dictate important components of the curriculum. Being allowed to make changes might allow us to see greater academic success.

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Discuss systemic exclusion and provide safe spaces to speak Allow students to debate the issues 

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Controversial history and exclusionary systems

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Site 11: What shows up in your practices.  Teachers use icebreakers and different questions to prompt inclusive discussions.  Teachers have activities that encourage students to express themselves.  

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Site 11: What shows up in your practices.  Teachers use icebreakers and different questions to prompt inclusive discussions.  Teachers have activities that encourage students to express themselves.  

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-Welcoming environment for all students- cultural committees within schools to create awareness and appreciation for diverse cultures, such as decorating for holidays and celebrating accomplishments of diverse people through student displays

-Multicultural events- opportunities for students to share and make connections with the world and those around them

-Sharing favorite foods

-Literature in the classroom that reflects students' cultural identities

-Student interest surveys and discussions to help guide learning in the classroom

-Giving students space and opportunity to self-reflect, discover their identities

-Recognizing and respecting all learning styles

-Cultural committees within schools to make the school

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Site #4 How do we measure success when we are barely meeting the students where they are at? With varying levels of background (especially this year with some schools experiencing influx of migrant students) how we do we get them caught up in a efficient and effective manner?

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The ability to critically analyze society is a must to create a global citizen

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The ability to critically analyze society is a must to create a global citizen

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Using culturally relevant examples to elaborate on content-area topics helps students make better sense of the material.

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They are very vocal about this if they can relate What they see in real life must recognize this Making sure articles that reflects my students culture acknowledgement similar and learn from each other. Pronounce names correctly mindful of celebrations and holidays like Ramadan

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Site 11: What stands out to me is that there is a disparity between education in inner city schools that are African American. Students who were able to showcase their talents at times were hesitate to engage in whole group discussions in the classroom.

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Site 11: What stands out to me is that there is a disparity between education in inner city schools that are African American. Students who were able to showcase their talents at times were hesitate to engage in whole group discussions in the classroom.

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I like the idea that they not only become competent in their culture but also in another culture

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I like the idea that they not only become competent in their culture but also in another culture

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All teacher must believe that all students can learn. This shows up in teaching by taking another approach to an idea when it is not grasped the first time.

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This tenet is evident in the work I assigned. I try to connect the task to something cultural or something within the students'learning experience

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Site 3 notices motivation and interest- self esteem Fitting in. Similar to Dr. Lark cultural relevancy How does that relate and the language in which they speak More attention and eye contact - maintaining that connection They want to hear how I believe in them reassurance 

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Site 3 notices motivation and interest- self esteem Fitting in. Similar to Dr. Lark cultural relevancy How does that relate and the language in which they speak More attention and eye contact - maintaining that connection They want to hear how I believe in them reassurance 

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Using the tenets of CRP, what feedback would you provide that could help the educator shift their practice?

How might the teacher engage the student in learning?

How could the teacher learn more about/from the student?

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What stands out about this tenet?

How does this show up in your practice?

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What stands out about this tenet?

How does this show up in your practice?

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What stands out about this tenet?

How does this show up in your practice?