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Including different art materials, techniques, and inspiration from around the world.

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Including multicultural toys in the classroom (food, dolls, animals, architectural landmarks).

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Include a world map in your classroom. Students can interact, place pins on their home counties, show where they have traveled or have family, etc.

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Including many children's books in your classroom library that celebrate diversity and multiculturalism.

Offer books written in different languages.

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Having a Peace Table located in the classroom. A place where students can calmly sit and resolve social conflicts. This space can include "wish you well" rocks, fidget toys, etc.

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Have different flags posted and on display in the classroom.

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Having a classroom safe place based on the Conscious Discipline program. Include such objects as: fidget toys, books, stress balls, sensory bottles, a mirror, stuffed animals, etc.

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Including music and instruments from many different cultures, backgrounds and languages.

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Celebrating traditional holidays in various cultures (Chinese New Year, Cinco De Mayo, Kwanzaa, etc.). Students can share their family traditions with others.

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Invite guest speakers from various organizations, art groups, etc.

Last year, our class did an inquiry on Africa. It began because the students were interested in learning more about African animals and it evolved from there. Kathy Armstrong visited our class and taught us about African drumming, music and song.

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Connecting people to the happiness and creative benefits of drumming, through experiential conversations in rhythm and movement. A community-based approach, rooted in traditions of Ghanaian and Western percussion.

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Invite parents to share their insights and talents with the class (games night, literacy day, traditional foods, clothing, etc.).

Last year we had a parent bring in some beautiful fabrics and traditional clothing from Africa to share with our class.

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Conduct weekly feeling circles where students can share how they are feeling and why.

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Emphasize and model fairness, respect, empathy, kindness, acceptance and compassion for all.

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Create an atmosphere where all students feel accepted and a  sense of belonging.

Children feel free to express their ideas, thoughts, opinions; they are not afraid to make mistakes.
This sounds/ looks like:
- greeting children each morning
- celebrating student thinking and validating ideas
- asking children their opinion
-acknowledging their interests, strengths
- conducting class meetings, games, discussions, etc.

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Co-construct classroom rules together as a class, making sure each child has a voice.

Ensure all children take turns sharing classroom responsibilities.

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Children see themselves in the classroom. Celebrate what makes each of us special and unique.

This can include: creating self-portraits, displaying work, displaying family pictures.

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Use different means of assessment to gather and document student learning (pictures, videos, audio clips, observations) to ensure students with different learning styles achieve success.

Involve students in their own learning by engaging in conversations and reviewing documentation together.

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Help students to choose topics and tasks of interest and engagement i.e. allowing them to express themselves through the arts.

Provide many opportunities for group activities, helping children to form healthy relationships with their peers.

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Scaffold learning for each child - provide them with the tools they need to succeed by differentiating instruction.

Reflect diverse learning styles in your teaching (visual, audio, technology, etc.).

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Connect with your schools English Language Learner (ELL) teacher and Resource teacher. Utilize their knowledge and expertise.
Co-plan and teach with them. Share resources, ideas, documentation, etc.

Ensure parents are receiving required resources in their first language as needed or contact a translator for parent/teacher meetings.

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"Teaching for social justice is about educating students to value and care for themselves and others (intimate, close or distant) in an atmosphere of compassion, understanding and respect."

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"Teaching for social justice is about educating students to value and care for themselves and others (intimate, close or distant) in an atmosphere of compassion, understanding and respect."

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Hawkins, K. (2009). Teaching for Social Justice: A pedagogy for Twenty-first Century early childhood education.
Page 4

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"To achieve an equitable and inclusive school climate, school boards and schools will strive to ensure all members of the school community feel safe, comfortable and accepted."

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"To achieve an equitable and inclusive school climate, school boards and schools will strive to ensure all members of the school community feel safe, comfortable and accepted."

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Ontario's Equity and Inclusive Education Strategy (2009)
Page 10

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"In an inclusive education system all Children see themselves reflected in the program."

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"In an inclusive education system all Children see themselves reflected in the program."

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The Kindergarten Program (2016)
Page 101

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"Children who have strong relationships and a positive sense of self - and who can understand and manage their own health and emotions - are in a better position to reach their full potential in the future."

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"Children who have strong relationships and a positive sense of self - and who can understand and manage their own health and emotions - are in a better position to reach their full potential in the future."

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Achieving Excellence: A Renewed Vision for Education in Ontario (2014)
Page 14