2. Other than reading that book to the class, what might Ms. Ribiero have done to engage her students in a conversation about diverse family structures? How might she have engaged them in a more direct conversation about families with same-sex parents or guardians? 

Family tree or family portrait activity to build community and understand diverse family structures to engage in a more direct conversation between same-sex parents, guardians, and living/nonliving relatives. Volunteers from different families create conversations between various families in the classroom and foster more community of families.

3. During her conversation with Mr. Hernandez, Ms. Ribiero made the point that the students’ questions will turn into bullying if the school does not find some way to address those questions. What responsibility do teachers and administrators have to educate students about diverse family structures such as families with same-sex parents or guardians? What responsibility education do they have to educate students about discrimination on the basis of sexual orientation?

Teachers and administrators must be responsible for education about diverse family structures to limit discrimination based on sexual orientation. Teaching students about visual and nonvisual differences to understand how important the different social justice standards are for educating students about different diverse, unique individuals. 
 
1. Problem Identification
Conflict arose in a second-grade classroom after a student reads "My Boy" and leads to a student bully another student based on their family. It leads to a class discussion about the family dynamic of two mothers is still a family although it may look different to another family dynamic. 

2. Perspectives
2nd Grade Teacher, 2nd-grade students, administrator, principal, and student families

3. Challenges and Opportunities
Reading different books from different family perspectives, and students without specific family dynamics cause more issues in providing opportunities to heal the various family relationships. 

4. Strategies
-Family tree 
-Family portrait
-Volunteering family guest speaker

5. Solutions
-Involve administration 
-Build relationships with another teacher
-School-wide collaboration of norms

6. Expected Outcomes
-Social Justice Standards
-Improve diverse awareness about all family
-Create a safe environment for students to feel comfortable and accepted

The use of the N-word the confusion on the appropriateness of its use as term of endearment among friends of all ethnicities (passes to use the word).  

2. Perspectives 

Anthony, Adolfo and Reggie, their teacher, their classmates, the school, their families, the community in which they live.

Ms. Lawson - The teacher who overheard her white student call a black student the n word. Immediately took action to shut the word down.

Reggie - The black student who was called the n word as a “term of endearment”.

Anthony - the white student who used the word as a term of endearment.

Adolfo - a latino student who is part of the circle using this word.

Keisha - another black students who interjected in the conversation and pointed out that the n word is not a term of endearment, it is indeed racist. Her position as a bystander outside of the issue itself highlights how the community is impacted.

3. Challenges and Opportunities 

Generational differences in what is considered acceptable

Reggie’s discomfort indicated that he might not have given a pass, but the fact that Keisha was offended is significant

Another issue is the fact that Anthony tried to talk his way out of it by using semantics

This is a growth opportunity because there are many positive terms of endearment that could be used instead

4 - 5. Strategies & Solutions

-Teacher could approach admin about leading the school year with a discussion about appropriate language

-Giving students scenarios

-There should be a whole group intervention explaining the origin of the word and how it is never acceptable. Students should do some research about the origin of the word, why it was later used as a term of endearment.

Then, a separate, more private conversation should take place with the group of boys and also at an individual level. This will teach Reggie to advocate for himself, it will teach Anthony that. The teacher should check with Keisha as well, as this word is a source of trauma.

6. Expected Outcomes 

- Giving Reggie the opportunity to express how he actually feels about the term being thrown around so loosely would teach him to advocate for himself.

-Giving the students similar scenarios would allow they to gain perspective.

-Creating a safe mental and emotional learning environment