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您的多样性策略是否错过了标记?九种方法可以正确

2020年3月1日


Hedreich Nichols.

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Listen to my interview with Hedreich Nichols:

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For most of my life, I’ve found myself in the role of the OBF, 这一个黑人朋友in an otherwise white circle of people. While that doesn’t qualify me to be The Voice of Black Teachers and Students everywhere, my experiences have taught me a lot about what teachers can do to help students from different backgrounds feel fully included in the classroom, or in some cases, what they do to create the opposite effect.

随着我们所有的政策,文化响应培训和文化多样性的书籍,我们显然有最好的意图。但是我们是否达到了预期的结果,或者我们的意图良好的契约错过了马克吗?我可以进入差异的统计数据,并指出我们所做的事情并不工作,但有时个人经历意味着多于数据。在我们的心中,我们很多人都知道我们没有到达每个学生,所以我提供这一挑战:是否有可能改善与不同背景的学生有关的方式?

The OBF (or its equivalent for other ethnicities) exists in many classrooms, classrooms where teachers are trying their best to do the right thing for every student. My hope is that my stories and the easy-to-implement strategies I share here will help you improve your practice and avoid some of the faux pas that come with teaching students who may look, think, or opine differently than we do.

通过obf的眼睛的生活

我第一次票据的经验是和我的一年级teacher, a gray-haired, gray-eyed “grandma” who looked different than the grandmas I knew. I remember feeling that she didn’t like me much but loved the little girl who used to steal my pencils. I knew that the girl who stole my pencils got hugs from the teacher while I got plain pencils to use instead of my fancy ones. I knew it wasn’t fair, but it taught me about the value of blonde hair and blue eyes and the lack of perceived value in my brown ones.

作为一个成年人,我搬到了瑞士,我的obf旅程继续,首先是老师,然后是妈妈。没有美国种族政治,我学会了如何充分享受偶尔削减的欧博福;然后我意识到没有“比赛”或赛跑政治使瑞士人幸福地没有意识到“其他人”的困境。我开始看到难民的艰辛,有学习或身体残疾的人,甚至是普通的人。

My blissful race-free bubble dissipated with finality the day my 5-year-old son came home with his pants pulled low, excitedly telling me of his neighborhood nickname,Gangsta。围着同一时间,他带着黑色面对的草地回家ne对于工作表上的字母“n”。

It was then that I realized the depth of the “colorblindness” of Swiss society. The fact that there were no colors to see meant that most Swiss had little or no experience “seeing” any other cultures, and when race did come up, the few Brazilians, Tamils, Tibetans and black and white refugees there were met with a wall ofus vs. them作为阿尔卑斯山的不可渗透。如果没有我的泡沫,没有种族和竞争政治的缺失不再释放,但突然让我回到家里的个人侮辱。

After repatriating, I found myself teaching music in a small Lutheran school in Texas. The teachers were welcoming, long tenured, and the school was run by a motherly woman who understood the occasional need to take off for doctor’s appointments and sick children. I enjoyed both teaching and the after-hours socializing with my OBF status taking a backseat to the commonality we shared as Christians, teachers, women and mothers. When conversations on local news or social justice issues came up, I used my voice to present another viewpoint, one that women in middle-class white circles had not been exposed to. I felt heard.

Then the 2016 election cycle hit and that was that. Things became uncomfortable. Being black, divorced, and raising a son alone made me an “other” even in a circle of female believers. We all retreated and gave up on the community. I’m not proud of that, but at the time, I felt too alone and misunderstood to fight to sustain the relationships.

These experiences and others in my OBF journey have framed my teaching practice and provided me with tools to help me better relate to students with various backgrounds and perspectives. I call it my journey because it implies growth rather than an end goal, and the strategies below can help you in your own journey. By making small, intentional changes in the way we relate to the world around us, we can all improve our practice.

9种创建一个更包容的教室的方法

1.阅读,阅读,阅读。

There is no shortage of资源,of literature from diverse authors,德赢vwin客户端苹果版下载博客少数民族教育者关于包括教育杂志的文章as well as学术文章来自教授和专家。此外有groups你可以加入和hashtagsyou can follow to keep up with actual educators who are working to serve diverse students better.

在你读书的时候,检查自己classroom and school libraries.Book collectionsshould reflect authors from diverse backgrounds and even our youngest students should see图片书籍有各种各样的人。我的一些收藏是kwame亚历山大,越南噻and,sandra cisneros,sarah mcbride,samira ahmed或poet laureates joy harjo和maya Angelou

2.打开反馈。

I sent a note on that worksheet mentioned above to my son’s teacher explaining that there were many N words, and expressed my willingness to help find culturally diverse resources. Her answer? “OK.” No expression of regret, no acknowledgement that she needed to do better.

不知道不是刑事犯罪。然而,知道你不知道,而不是照顾,非常令人反感。如果你不知道,请问。如果您没有人询问,请展开您的圈子。你会犯错误,但如果你真诚地试图成为一个更好的从业者,人们会看到这一点并变得慷慨。

如果你确实犯了错误 - 你会道歉,从中学习,下次做得更好。让我们下次留下,不要让它错误让你远离学习,成长并试图与你所有的学生建立更好的关系。

3.展开你的圈子。

你是多元化的公司,有人会告诉你什么时候错了吗?如果不,参与您教导的社区。这并不意味着您必须为您的待办事项列表添加更多东西,或者从家人那里休息。带着你,看看学生的Peewee足球比赛,教堂音乐剧或一个Juneteenth Parade.在你的学校的社区。去购物那里。从学校附近的小餐馆拿起晚餐。找到一个导师或制作一个可以帮助您为您服务的社区建立桥梁的朋友。是的,你可能是黑浸会教堂的唯一白人女士,是的,你会感到不舒服,但你会受到欢迎。作为棕色海洋中的一张白脸,将为您的少数民族学生提供更深层次的同情感。

当我在瑞士开始教学时,我就可以了我可以的每一场当地活动。我想知道我教导的孩子,这意味着了解瑞士文化。它帮助我建立更深层次的关系,这些关系让我成为一个更好的老师。如果你真的无法设法进入社区,请首先发现what your kids did on the weekend。That will provide clues to community life and maybe you’ll get an invitation you can’t resist.

4.让舒适感到不舒服。

You will teach students who look differently, think differently or represent and believe in different things. You may at times feel challenged, out of step with cultural or modern modes of behavior. You may teach students who represent something you don’t believe in. You have to be okay with that and that’s not always easy.

My Lutheran school experience resembles challenges that arise in classrooms daily. It’s easier to simply relate to the students who are like us and, by default, leave the ones perceived as different, or difficult, by the wayside. It is often unintentional, but always unacceptable. Why should it matter that a child represents different political beliefs, wears a hijab, identifies as non-binary, is another color, or wears “weird” hair? It shouldn’t, but it usually does. It’s human nature to seek the familiar, so it’s understandable that “others” can represent a threat, a challenge to the status quo in some form. But the ability to embrace and enjoy what you think of as new and different is a sign of personal growth and maturity, and who doesn’t want that?

如果你一直在教一段时间,那么拥抱新的和不同可能会变得更加困难,而且你觉得守门员会继续移动。这就是不舒服的部分进来的地方。每个人都知道如果你跳到你的头部,你会被适应得多,而不是如果你逐步越来越多。跳进,而不是试图拥抱文化和意识形态,而是拥抱孩子站在你面前的孩子。为那个灵魂做到最好。最重要的是,意识到你可以拥抱在没有改变你是谁的情况下不同的人。这使得它不会不那么不舒服,但它变得不那么可怕,更可怕。

5.不要忘记性别。

教师是绝大陆的女性。中年,白色和女性。我们的课程更有可能看起来像陶器而不是一个男人洞穴。然而,我们教授雌激素的学生,所有仿古漩涡和漂亮的女性化能量。您的课堂空间是所有性别可以识别的环境?

怎么样性别and生活方式多样性我们准备好了for questions that may come up? Maybe your personal stance is that gender and sexual identity questions should not be a part of primary or middle school education, but what will you do if gender-fluid children or same-sex parents are a part of your educational circle? How will you meet the needs of children who may represent a challenge to your belief system? I don’t have the answer, but these questions are worth thinking through—see #4 for advice on how to do that.

Acceptance and empathy are human and our job is to provide a space for all students to feel welcome so they can learn. If you’re uncomfortable or unknowledgeable, authors likeBonnie Combs, Rigoberto Gonzales and William Mason能帮忙。为Littles写的,没有进入人类性欲的坚果和螺栓,这些书教授多样性和验收。

6. Beware “imperceptible” distance.

Sometimes the scars of our collective past come to bear on our classroom interactions. Maybe you were the nerd and you have a hard time dealing with mean girls. Maybe you were the mean girl who has a hard time dealing with nerds. I got beat up in 6th and 7th grade by the mean girls. It shaped me and now I have to work hard at seeing them in all their middle school frailty. They need me as much as the artsy, bookish kindred spirits do, so I work at building relationships with them.

您是否在内部提出了您希望在您和某些学生之间的距离是不可察觉的距离,您发现不太可爱,或者您与他们一起欣赏?您是否每天都在挑战自己,以确保您的行为与您的意图相结合?孩子和年轻人是令人难以置信的感知,如果你不喜欢它们,他们就可以感知它,所以试试。加倍努力,像你喜欢的学生一样对待他们,让你的行动说出你的内心可能无法做到。

7.验证代码切换。

在我早期和中学岁月中,整合变得比异常更规范,但我从未停止成为大多数白脸的黑人女孩;最后,代码切换between two different worlds was my norm.

At home I listened to Motown and Rappers Delight and sang in the Gospel choir. At school I listened to Journey and sang in Madrigal group. I excelled and was well liked. I was smart, pretty, and could sing: the trifecta for black students in white schools. In high school I reaped my great reward for being a “credit to my race” (btw, not a compliment), where my crowning “accomplishment” was winning “Miss Soul.” I couldn’t explain then why I felt embarrassed by that award. I know now that it was created so the modest number of black kids would have a shot at winning something other than Best Athlete or Best Performer. It was the “token” award. You got it if you were black and whites saw you as not too much unlike the majority culture. You got it if you were a master at code switching. I felt that I was being less than my authentic self until I got to college and found out that code switching is a normal part of growing up a part of two cultures.

您可能会看到您的模型学生用Cardi Blusting的爸爸进入汽车。如果你的反应是相信学生不是你认为他是谁,再想一想。就像我们与父母一样与配偶一样不同,人们在他们所属的各种社区中满足不同的角色。每个设置都有一个衣服和语言。在操场上,是欢迎英语,城市或南部俚语和其他地区英语形式。在课堂标准中,需要英语。说明英语口语中的口语形式在非正式环境中是完全可以接受的,但支付工作的最高工作(除了Ballers和Artists)需要标准化的英语。让他们知道代码切换是一个重要的软技能and a necessary one; get them started early.

8.拥抱房间里的大象。

Race is a complex topic and although it might seem easier to avoid, it’s healthier to have open conversations where students can learn to process thoughts and ideas on race in a caring, positive setting. Even the most brutally honest question can be reframed using affirming language. For example, “Why is your skin brown?” could be answered with “Here in America we often see white skin, but the world over most people have skin in shades of brown.” “Why do you always wear a scarf?” can be explained with, “That’s called a Hijab and it’s a sign of respect in the Muslim faith.” Even requests to触摸学生的头发可以通过改动通过关于探索不同的对话来重定向发纹理和产品可以很有趣。

And while you don’t want to ask any student to be the Voice of His People, it is perfectly acceptable to acknowledge and discuss cultural differences. Assess in a private conversation if a student feels comfortable talking about Ramadan or Dia de los Muertos with the class, or for that matter, scouting or tuba lessons. If you filter out personal perceptions or opinions about questions that arise and answer factually and calmly, a question will just be a learning opportunity. If, however, you feel that a student question is designed to be intimidating or rude, speak to that as well. Tact and kindness sometimes need to be taught, as does empathy. If tension arises between students, teach respectful conflict resolution using句子茎。大思想是创造一个善意,接受社会,可以成为你的指导。

9.识别和打击偏见。

如果听不清距离是不好的,有形的张力is worse. If you are a white teacher teaching minority students, you might feel challenged by a student in a way that feels disrespectful. A racially conflicted history may color the interaction. First, remember that your interaction may have nothing to do with cultural dissonance. Dealing with “attitude” is a part of the job at some point for every teacher, color and culture notwithstanding. Sometimes, however, mistrust and fear need to be overcome on both sides. That can make an interaction feel bigger than it really is and that truth alone can help temper your reactions.

如果你真的觉得有一个种族或文化的脱节,你可能会问一个值得信赖的老师,他们分享了学生的文化或与学生有更好的关系,与你们一起开会。即使问题不是文化,第二名教师监控冲突解决是有用的。最后,如果您发现您与共享类似背景的学生进行定期冲突,则可能需要做一些灵魂搜索。有偏见是人类的。偏向某些群体是损害你的,作为一名从业者和你所服务的学生。

如果你怀疑你的偏见可能会保持你的普通nts from feeling truly comfortable in the classroom, I hope you’ve found strategies here to help. Additionally, both教学宽容和哈佛Project Implicit是获得洞察力的好地方,找到资源,以帮助您进行更改。

整个旅程为obf那I’m sure my teachers intended to encourage and empower me, and they often did. But they also told me in hundreds of little and big ways that I was an anomaly and part of a group that was sub-standard. Their well-intended strategies missed the mark. Tomorrow, I hope when you look at your students, you’ll remember my one black friend stories and be able to identify the OBFs—and the equivalent for other ethnicities—in your class. I hope seeing them helps you feel brave, empowered and ready to build stronger relationships. I hope your intentions lead to desired outcomes and that you are able to side-step pitfalls more easily. Most of all, I hope you’ve learned something that leads you to celebrate all students, starting with the one in front of you at any given moment.

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10 Comments

  1. 感谢您分享此播客。这是惊人的,我将在我们3月的教师会议中纳入它!

  2. 梅赛德斯墙壁 says:

    感谢您分享这一点。我们的地区目前正在从事我们学校的赋权和股权。我们有一个委员会,正在努力增加所有学生的机会,获取和成功。这是一个很大的事业,但我们认识到愿景的重要性。

  3. Thank you so much! I was wrong to expect a stilled bias from you before even reading what you wrote. Thank you so much for sharing your very varied background in a meaningful and encouraging way. I had the privilege of being a European kid who grew up in the jungles of South East Asia. I had the privilege of caring parents who taught us that we were no better than those around us, and that service to God and man was the greatest good, as long as we were humble. I have had the privilege of coming to America and joining this 250 year experiment. Most importantly, I interact daily with high school students in a very diverse high school in Southern California. I am able to learn from them listen to them, encourage them to use their voice and let them know that they are valuable, unique, and special.

  4. 亲爱的Jen和Hedreich,

    Thank you for a fun, insightful, and thoughtful podcast on such an important topic. Every single point that you shared is applicable to supporting language learners, many of which I never thought about.

    There are a few additional ones that teachers working with language learners might consider to create a welcoming environment that was not addressed in the podcast such as:

    – calling students by their names
    - 使用反映学生体验和文化的文本
    - 翻转语:允许学生在学校使用他们的家用语
    – expecting language learners to engage in the same activities and learn the same content as everyone else

    I wrote about it more extensively on this blog post (https://www.empoweringells.com/welcoming-environment/).

    感谢您花时间分享您的智慧和您的个人体验。它使播客真实和乐趣,尤其是您对您儿子分享的故事!他很幸运能够被你关心!

  5. Miriam Brown says:

    I have listened to this podcast three times this week. Recently my alma mater has been in the news for not being inclusive. Among other things, they had an incident where students made really racist anonymous comments in a really public way.

    I’m embarrassed and heartsick.

    It has caused me to do a lot of introspection. How can I teach myself, my children and my students to do better? I hear these same things from my own students almost every day. How do I address it? I wish I had a list of what not to say. This episode was such a blessing. Thank you. I would like to hear more.

  6. Thank you for writing this and enlightening people. I think these are great ways to help create a healthy caring environment at school. I will try to implement these at CVESD!

  7. 我因为多种原因而感到欣赏这篇文章。这些都是具体且可实现的目标,即任何教练都可以注入他们的练习,以故意减少/删除课堂和教学的偏见。我尤其与难以察觉的差异的概念,因为我们反映了自己的行为和我们自己的偏见,这对我们的学生来说是出色的型号,而且我们对自己和教室做出了重大改进。

  8. Lacrecia Smith. says:

    感谢您提供实用的提示和建议。在我的学区,我负责促进专业学习。今年我的重点是文化响应的教学。我可以轻松地将这些信息纳入我的演示文稿。再次感谢你!

    • katrice quitter. says:

      Lacrecia-yay!很高兴你发现这个有用!如果您需要帮助在网站上找到任何其他资源,请告知我们。

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