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Asking my students "What's the most important thing I need to know about you?" as a way to build relationships and better know students and their values.

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Looking for opportunities in my classes/content to elevate multiple perspectives and increase representation of people of color, people with disabilities, and marginalized groups.

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Assuming that Eurocentric ideas and views of the natural world are the only ones useful in science.

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I'd like to start working in my PLC or adding a line in my lesson plans to track the equity in the texts I offer. I really liked the Culturally Responsive Scorecard and think that it could be a powerful tool for my classroom.

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I'm having to teach from the Canon (poetry) right now and, while the curriculum asks us to address what voices are not heard, it would be more powerful to present the poetry in a different way other than "this was the way it is, but it's wrong." I'd like to have the students create their own playlist of poetry.

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Giving students choice about what they read and write

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Hearing session-students idea or thoughts about learning their mother tongue in the international school environment abroad. What is their expectation/challenge?

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Having assumption that all my students are standing at the same line. (Length of living abroad is a significant factor to consider.)

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Adding variations to curriculum so that curriculum and approaches can reflect wide range of students.

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I will start asking myself more "why's" and "what do I mean by that" . The more expertise we have in a subject the harder it is to understand the difficulty the novice learner will experience when exposed to the content.

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Asking students to consider how historic events connect to their world, at school, at home, in the world...

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I want to view and plan lessons more through a novice learner lens, deliberately making small but important adjustments that allow for more student access, understanding, and success.

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Asking students to locate themselves and their personal reflections and connections to the sotires we read more frequently

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I would like to stop being "too busy" to continue get-to-know you activities past the first few weeks of the term.

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I want to continue to consider students' nneds and interests as I develop reading lists

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I want to continue to make language connections and to highlight French/English similarities for our bilingual students when relevant and useful for comprehension, in addition to continuing to invite students to share their language/culture knowledge and experiences with the class.

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We use bi weekly thematic explorations in our Social Class which have teacher curated and student curated pieces, but I would like to add more different kinds of media that would reflect more what the students want. More emergent texts

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As a dept head, I actually had my department complete the audit shared here about their materials, curriculum, etc. The practice I am trying to stop is the lean towards checking the boxes/tokenism and moving to meaningful action and understanding.

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Continue to be learner-centred in my teaching through personalization and agency

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I'd like to start using the Culturally Responsive Curriculum Scorecard to evaluate not only my own program, but to pass on to our administration so that they can consider it across grades and subject areas. What a powerful tool!

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I have been working very hard to stop calling my students 'guys.' I know that this can be exclusive for some students, and it is so ingrained in my language that I catch myself using it without meaning to. I want to stop this altogether.

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I want to continue to diversify the texts and authors that my students study!

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I would like to have reading challenges throughout the year for my students. Each reading challenge would highlight a certain diversity theme. It would be interesting to collect student feedback as they work through the challenge.

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I would like to start spending time previewing content and lesson sequence for clarity to a greater degree. Often I find that the second or third run-through, mentally, of what I am planning, leads me to discover that more information is needed to explain "x" or some definitions are needed for "y" or even a mental reminder to build in longer thinking or processing time as the students may be unfamiliar with the language of Design.

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I think I convince myself that it would be embarrassing or challenging for my students who are at the beginning stages of learning English if I were to sit with them or ask them questions when really I think I am the one who is embarrassed or challenged. I want to spend time asking "How can I best help you?" and take the time to connect with kids individually so I am more aware of each child as an individual rather than a member of a collective.

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I want to continue to pace out my units and present the pathway for the units I teach so the students have an overview of where we are headed. I think I do a pretty good job of creating PPTs that step the learners through the process of Design and I am good at making my thinking in the design process visible to help my students do the same.