During a recent coaching session an educator asked me, “Jocelynn, how do we create a happy and equitable Valentine’s Day experience for all students?”

This is a complex and nuanced question to answer because there are several things to keep in mind. Firstly, all of your students do not celebrate this holiday. Whether for religious reasons or personal convictions, a student may not celebrate Valentine’s Day. Secondly, there are some students that may not be able to participate in a card, gift, or candy exchange because of financial limitations. Thirdly, holidays can be a trigger for trauma for some students. A family member or friend might have passed away during this time, or some other major life shift may have taken place. This may put the student into an emotionally vulnerable space.

There are definitely additional points to consider, but these are three heavy hitters.

Even with these points, the educator and I talked about some of the really amazing projects and experiences created during this time. One in particular is the ability to intentionally express love and appreciation for people in your life in a variety of ways; poems, flowers, candy, cards. In many elementary schools and a few middle and high schools, students are encouraged to create a Valentines Day box or bag to collect the tokens of love and appreciation from classmates and teachers. Some students truly shine during this time because they are artistic and creative.

So here are three considerations/suggestions I shared during my coaching session:

Expanding the Focus toward Equity

#1 – Regarding the Valentines Day boxes or bags – Creating these boxes and bags is clearly an experience that is enjoyed by many students and allows for a bonding experience for caregivers and students. I don’t think it should be eliminated, but I do think it could be revamped. Because this is a holiday that can be centered around love and appreciation for the people we care about and self-love, let’s connect it to that larger theme and create a culture building opportunity for the school. Let’s make this an interdisciplinary learning experience.

Equitable Valentine’s Day – ELA Lesson Idea

In reading/ELA students can focus on reading books and poetry, etc that talk about what love is and how it shows up in different ways. There can be discussions of healthy and toxic love. Students can also talk about self-love and why it is important to prioritize self-care and mental health. Finally, there can be an exploration of how we show love and appreciation at the school – for our classmates, teachers, and staff.

Equitable Valentine’s Day – Social Studies Lesson Idea

In social studies students can learn about the history of the Valentine’s Day holiday, but also learn about where and how it is celebrated across the world. Students can discover other holidays or times of the year that people set aside specifically to celebrate love and show appreciation. Depending on your specific content area under the umbrella of social studies, you can focus on how appreciation or the lack of appreciation has led to x,y, or z event or outcome. For example, after wars soldiers have been appreciated and honored with parades and ceremonies. To show appreciation for teachers and health care workers, many stores offer discounts. Finally, have students reflect on their learning and think about how regardless of age, gender, race, religion, geographic location, people enjoy showing and receiving appreciation and love.

Equitable Valentine’s Day – Math Lesson Idea

In math students can learn about the economic impact of holiday spending and budgeting. How does spending on the Valentines Day holiday compare to that of other holidays? Students can think critically and collaboratively about how they can show appreciation and love without spending a dime, but also how they can appropriately budget for spending money if they choose. Students might also consider the statement, “It’s the thought that counts.” Finally, have students work collaboratively to create a product, service, or package to show appreciation and love. How much will the endeavor cost to produce? How much will it cost the consumer? Have them outline why their creation will allow people to show genuine appreciation and love for another person or themselves?

Equitable Valentine’s Day – Science Lesson Idea

In science students can learn about the anatomy of the heart and the hormones that impact our feelings of love and appreciation. Or maybe you share information about sweets and candy or flowers, objects typically used to show love or appreciation. This is a great lesson to connect to the plant life cycle. Students can learn about some of the most popular flowers, the climates in which they grow and thrive, what they mean, how long they live when placed in a vase, and some ways to preserve them. Students can also learn about chocolates and candy. What are the ingredients? How does sugar impact the body? Finally, have students reflect on their own love language. Do they enjoy receiving flowers or candy? Why or why not? What would they appreciate more? 

Equitable Valentine’s Day – Art Lesson Idea

In art, students can create boxes or bags to collect love and appreciation tokens from classmates and teachers. Make it clear to students, however, that they are still encouraged to create a box/bag with caregivers. This provides an opportunity for every student to create a box/bag, but allows them to still create one with their caregiver or on their own.

Appreciation & Love Day

#2 – Focusing on an appreciation/love day might be something that more students can get on board with vs. Valentine’s Day specifically. I have not talked with anyone from different faith backgrounds so I cannot confirm this for you, but asking the question or presenting the idea is a great way to get stakeholder feedback and involvement. 

Focusing on an appreciation/love day is a great way to broaden the scope and maximize the potential for lasting impact on your classroom and school culture. Part of creating a welcoming and inclusive learning environment is about appreciating and respecting different people and perspectives even if you do not subscribe to them yourself. Help students to understand that concept more deeply and fully by expanding the conversation into different subject areas.

Informing Caregivers of Celebration Intentions

#3 – Alerting caregivers as early as possible. Yes, it is on every person’s calendar, but with all the other things on an adults calendar, Valentine’s Day in likely lost in the chaos. In addition to that, letting the caregivers know sooner rather than later can allow for them to plan ahead in a couple of ways. First, they can set aside money from a paycheck or make other arrangements to get the supplies their student needs. Second, they can let the teacher know about any religious or cultural objections they might have to their student participating in a classroom party or activities. Then, the two of you can brainstorm ways to ensure the not only their student, but all students feel welcome and included not unwelcome and excluded.

These are not perfect solutions by any means, but they are a place to start the conversation. They are points to consider when planning your students’ “Valentine’s Day” celebration. 

I would love to know if you already do any of these things or have other suggestions. Send me a DM on Instagram or a message on LinkedIN.

Remember to center equity, celebrate diversity, and value culture!

Jocelynn

Is this the type of classroom you always dreamed of having? If so, you’re in good company. Let’s create this reality together.  Check out the many on demand courses, teaching resources, and coaching options available:

Plus, people celebrate Christmas in several countries on EVERY continent. Yes, every continent: Africa, Antarctica, Asia, Australia, Europe, North America, and South America. 

This creates a special opportunity to learn about a familiar holiday in combination with the unique aspects of continents, countries, and individual communities. 

So, quick question, “How many years have you used the Christmas Around the World” Project with your students?”

How about pulling it out now? Take a look at it. You may decide to completely revamp it, or just tweak it a bit.

I bet that even if you have polished it up a bit lately, you have not looked at it in the way I am going to share as you continue reading.

Let’s go beyond the traditional and have students explore all aspects of Christmas; different people, perspectives, purposes, and passions. Allowing children to see why and how people celebrate is great for developing an appreciation and respect for differences. Children can enjoy their way of celebrating, while respecting someone else’s way of celebrating. 

Here are three ways to level up your Christmas Around the World project:

1. Notice and Wonder – Teacher Edition

Notice and Wonder – We often have students complete this thinking activity. Students are presented with a picture or a problem and asked to consider the possibilities for ways to approach or solve the problem, analyze the scene, or discuss different perspectives with peers.     

Using the notice and wonder activity can help you easily create a culturally responsive and relevant Christmas Around the World project.

What do you notice? – For example, what patterns stand out? Which continents, countries, and communities are represented? Which are not? Why?

How many countries from each continent are represented? To what is the number proportional – Population size, land mass, religious affiliation?

What do you wonder? For example, how can the large number of countries be equally distributed for the project? 

What challenges might students face completing research?

How will students learn about themselves/their thinking and perspective from completing this project?

Can students learn about their peers from discussion?

What will students learn about the world around them; similarities and differences, possibilities, perspective? What myths will be debunked?

Maybe this research will help unearth and then disprove a stereotype or two.

2. Consider removing the country where you and your students’ live from the list

Consider removing the country where you live. If you live in the United States, remove that from the list. The point of the project is to discover traditions of celebration from around the world. You can have a separate assignment for “Christmas in my Country”. 

Not all students in your classroom celebrate Christmas, so it is still important to provide general information about Christmas in your country and community. You can give this presentation as an example of the types of information to gather.

3. What gifts have come from each country?

Christmas is all about gift giving. Considering your subject area, have students research “gifts” each country has given this world. Think in terms of inventors and their inventions, natural resources like minerals or petroleum, songs, etc. All the “gifts” connect to your subject area. 

For example, if a student in science chooses Syria, the student might discover “Four Syrian Startups Determined to Make it Big” and the thought leaders who founded them.

If a math student decides to study India, the student may learn about the famous mathematician Srinvasa Ramanujan who made significant contributions to the math community with little formal training.

Still a Christmas favorite – check! 

Connection to the content – check! 

Learning about culture – check! 

Connection to the standards – check!

Cheers to a culturally responsive and relevant “Christmas Around the World” Lesson!

Jocelynn

Do you want to chat with me about your Christmas lesson? Click the image below to schedule a call today.

Empower is a verb. It is an action. That means, we as educators, need to show AND tell. The best way to do that is through the development of a student’s academic identity, lesson plan design, and the resources used to support learning. To effectively engage these strategies, teachers need to begin with reflection. Self-reflection is a powerful tool that allows fresh eyes, maturity, and wisdom to look at past events and experiences that shape the present person. 

So, what does reflection look like in relation to academic identity, lesson plan design, and resource choice? 

Academic Identity in a Culturally Responsive Classroom

Every student that walks into your classroom has an academic identity. Yes, even preschool students. Every student has a unique academic identity. The identity might be shaped by multiple influences and experiences, or just a few, but it is still present. In order to effectively affirm students, you should be aware of the student’s academic identity.

First, begin by reflecting on your own academic identity for the subject you teach. At this age, in this grade, did you feel like a mathematician? A scientist? A historian? A writer?

Who and what contributed to your academic identity at this time? What gave you confidence, or made you feel defeated?

Now, consider your students. Then ask them. Provide some time for them to reflect on who they are as young scholars in your class. Take this information and use it to foster a classroom environment where students are empowered. Here are three ways to do this:

1.  Provide examples of people who identify in similar ways that have been successful.
2. Allow students to engage with material and experience success through ways in which they are historically and culturally accustomed. 
3. Consider the lens through which you define success. Who has created the bar for success? Why? Who benefits from this definition? How are some student’s at a disadvantage because of this definition?

Culturally Responsive Lesson Plan Design

Lesson plans that allow all students to be successful and empowered academically are culturally responsive. These lessons consider the learning preferences of the student over the teaching preferences of the educator. These lessons center the cultural beliefs, traditions, and norms of the students over those of the teacher. 

Three things to reflect on when designing culturally responsive lessons:

1. Reflect on how you were taught this subject? Are you teaching it the same way? Why or why not?
2. Are there window, mirror, and sliding glass door texts? This is NOT specific to English/Language Arts class. There are texts in every subject area. Consider whether your students will have an opportunity to see people and perspectives that are similar and different from their own.
3. How do students connect their learning in ways that will help them understand the world around them?

Resources to Support Learning

You might teach a subject area that you feel is more challenging to make culturally responsive. This is where resources can be a powerful asset. Begin by reflecting on the resources you traditionally use to support student learning. 

Ask yourself three challenging, but important questions:

1. Examine each lesson and ask, “Why am I using this resource?”
2. Are these resources engaging for the students or convenient for you? 
3. Are you using resources that were used when you were a student?

Here are three resources you can use to revamp and reimagine your lessons:

1. Your students – they bring a wealth of diverse perspectives, experiences, and connections. Tap into this.
2. Ask these anchor questions when planning:
   1. What are my students learning about themselves; their thinking and preferences?
   2. What are my students learning about their peers locally, nationally, and globally?
   3. What are my students learning about the world around them?
3. Use social media like what is a narritive essay or blogs to discover newer books, diverse perspectives, and become aware of a wide variety of people’s contributions.

Empowering students to believe they can be academically successful can begin with a few simple steps. I am excited for you to kickstart your culturally responsive classroom this school year!

I have given you some great ideas to consider, but sometimes it is just easier to talk through your specific lesson and student needs. I am here to partner with you on this journey. Let’s hop on a quick coaching call. Get all the details essay on social media! 

3 page essay outline

Before you begin, take a deep breath, acknowledge any feelings you have surrounding the event or topic, establish why it is important to discuss this with your students, and remember that you CAN do this!

Two Types of Complex Conversations

When considering complex conversations, there are two categories. The first are curriculum based conversations. These traditionally happen in social studies or English classes because the students are learning about historical and current events that shape our world. Teachers know these topics will be covered and have time to prepare for the emotional triggers and varying perspectives that will be shared during discussion. The second are trauma based conversations. These happen when something major and unexpected happens in the world. Whether it is something that happens in the local community or on the world stage, it rocks the status quo. Depending on when the event happens teachers have little to no time to prepare for the discussion that will happen. These conversations can happen in any class. Often students bring up these topics in classes where they feel most connected to the teacher.

5 Simple Strategies for Facilitating Student Discussion

These 5 strategies are effective with both categories. 

1. Create common definitions
2. Gather information
3. Present the facts
4. Have Discussion
5. Allow for free expression

Creating common definitions helps to ensure everyone is on the same page. Depending on the topic you may want to put a word on the board and allow students to share what they believe a word or phrase means. Then, decide on a common definition as a class. With more sensitive or complex topics it is important to provide definitions for the students. Explaining words, phrases, and systems can help build a foundational knowledge so your students can create questions and more effectively engage in discussion.

Gather information from the students. Determine what they know about the event and what details are missing.If the majority of students are unaware of the event, you may want to begin by showing the students pictures of or related to the event. Then, the students can list words, draw an image, or connect a song with the picture.

Once you understand what the students know, it is time to present the facts from reputable sources. Either you can give the facts or have students gather the facts. Ensure students understand what a reputable source is first. Depending on the grade level and the topic, you may want to compile a list of sources to get the students started. Once students gather all the information, a full and accurate sense of the events can be ascertained. 

After facts are gathered, discussion guidelines such as norms and expectations can be established. Allow students to participate in the establishment of the guidelines. Then, students can have a robust discussion.   

Some students may not want to participate in discussion, or may not be ready to discuss. Allowing for free expression will allow for students to communicate their feelings in a way that feels most comfortable to them. Writing a poem or journal response, singing a song or rap, choreographing a dance, or drawing. 

Recommendations for Success with Complex Conversations

I recommend practicing and preparing before the trauma. Think about a historically traumatic situation like September 11, 2001, the shooting at Sandy Hook Elementary School, or the murder of Tamir Rice. Walk through the strategies as if you were preparing to talk to your students about one of these events. 

I also recommend building relationships with your students through the implementation of https://customteachingsolutions.com/hurricane-katrina-essay/. These practices help students understand the impact of their cultural traditions, beliefs, and norms on their world view. These practices encourage students to learn about, and engage with differing cultural perspectives and discover the beauty in diversity. Affirming, welcoming, and celebrating students through instruction develops trust and confidence as they navigate new ideas. From here, you can engage your students with rigorous lessons that “develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 1995). Regular practice develops the students’ ability to have emotional charged/trauma based complex conversations more easily.

Here is a FREE downloadable guide that I created about having complex conversations:

Cheers!

Looking for ideas for Black History month? Well, here are my 5 favorite ways to celebrate Black History month with my students. Each of these ideas offers a peek into the past and a glimpse into the future, while presenting the choice offered today. It is important to look at history to learn and grow from mistakes and successes. It is important to take those lessons and map out the future. However, it is just as important to think about the “right now” actions that will get the future plans accomplished. 

Each of the ideas presented below allows students to connect the dots between past, present, and future. My hope is that my students will connect the incredible and inspiring pieces of who they are to the courage and perseverance and strength of the people who paved the path in the past.

Alright, my favorite five are coming at you!

Bulletin Board for Black History Month – QR scavenger hunt

A great way to inspire and inform students about Black history is by creating a bulletin board. You can create a very simple board with pictures of different historical and current leaders. Add a blurb about who they are and why they are important, and leave it at that. This type of bulletin board is nice, but does not encourage engagement from the students.

You can kick this bulletin board up a notch by adding a scavenger hunt. Include QR codes that link to articles and websites with information about the person pictured. While reading, your students can discover answers to a word search or mystery word sheet.

Are you looking for a digital bulletin board option? Check out The Sassy Math Teacher’s DIGITAL Black History Month Bulletin Board & Trivia. She highlights historically influential Black Americans, many of them not typically featured. The best part is that this resource includes both a print and digital version.

This bulletin board can be used for an extension activity, early finishers, or extra credit.

Quotes by Influential Black Americans

Do you use daily slides, lead morning meetings, or have students complete bell ringers? Perfect! This is a fantastic space to add quotations from different Black influencers. There are several ways to have your students engage with these quotes individually, in break out groups, or whole class. Here are a few:

1. 1. Ask your students to read the quotation two or three times. Then, have them state what resonates with them.
   2. Have your students identify power words. Why are these power words?
   3. Encourage students to connect the quote to their life currently or in the future.

If you want to see what this looks like in action, check out Local Learners & Co’s Black History Month Quotes – Daily Slides. These slides feature quotes from influential mathematicians and it is an EDITABLE resource.

Black History Month is “Among Us”

Instead of an imposter, assign an influencer! As your students enter the classroom, hand them slips of paper with a role and description. The student who is the “influencer” needs to respond and act like the person they are impersonating. Students try to guess who is the influencer. 

“Step it Up!” the Celebration

Take a unique and fun approach to teaching Black History is by studying historically Black fraternities and sororities. Their history is rooted in the celebration of Black culture, Black achievement, Black struggle and triumph, Black perseverance, and Black excellence. 

There are so many fun aspects of Black Greek life, from stepping and chanting to service and scholarship. Not only will your students be enthralled by the richness of the culture, but they will be inspired by the trailblazing members of these organizations that are affecting change every single day.

Reading about Black History and Black Present – “Picture It!”

You can never go wrong with a good book. Incorporating a few picture book read alouds, short story analysis, or a novel study is a great way to introduce students to a variety of diverse peoples and experiences. I have some great suggestions on my Book Recommendation page.

Books can be windows into new and unfamiliar experiences, mirrors that reflect a familiar experience back to the reader, or sliding glass doors that invite the reader to step in and explore a new perspective. Sharing stories of the Black experience provides an opportunity to be all three for different students in your classroom. In addition, books are perfect for facilitating focused discussion around specific topics.

So, which is your favorite? Drop a comment below. I never can choose so I usually incorporate all of these throughout the school year. Check out these resources to get a jump start on the celebration:

A Framework to Consider

While I plan each unit, the first two questions I ask myself are, “What is the bigger picture?” and “What will students learn that transcends the curriculum?”

As educators, it is our responsibility to help prepare our students to interact and engage in the adult world. So, there is always a bigger picture. There are always points of connection beyond the curriculum standards.

I recently read an article interviewing Gholdy Muhammad, author of Cultivating Genius. In the article she talks about her four-part equity framework for approaching instruction. The four components are: 1) identity development; 2) skill development; 3) intellectual development; and 4) criticality.

Reading about this framework was like a light bulb. It illuminated the process I have been using for years to design my culturally responsive lessons.  In particular, there is a section of the article where Gholdy shares some questions that she encourages teachers to ask while designing lessons inside of the framework. One question struck me as a golden connection because it is one that I always ask myself and the teachers I coach. That question is, “How does our curriculum and instruction help students to learn about themselves or others?” While I won’t go into detail about each component, I highly encourage you to read the article and her book. I believe many light bulbs will switch on for you, as they continue to do so for me.

Designing Culturally Responsive Lesson Plans – Starting Place

What I will share today is the starting place. After I consider the bigger picture, I then look at each lesson within the unit of study and ask myself three questions:

1. What are my students learning about themselves?
2. What are my students learning about their peers (locally, nationally, globally)?
3. What are my students learning about the world around them?

What are Your Students Learning About Themselves?

When answering this question, go back to the original thought you had about what the students will learn from this material that transcends the curriculum. Maybe you have chosen the concepts of perseverance and accountability. What will students understand about these concepts, and how can you teach them through your curriculum? Finally, what will the students understand about their ability to persevere? What will they understand about the importance of holding themselves accountable and allowing others to hold them accountable?

To take this idea one step further, have students think about the messages that surround them culturally, and how those messages influence their ideas about perseverance and accountability.

1. Are more students already familiar or unfamiliar with these concepts because of family or friends, etc?
2. Does the student view these concepts as important? Attainable?

Have students dialogue or just engage in individual reflection about how their exposure, or lack thereof has affected them as learners.

Helping students to see the relatable “why” behind the “what” encourages them to engage more fully with the lesson. For once, it is not just about the Pythagorean Theorem, it is about the fact that the students have persevered along the path to understanding this concept. In addition, it is about the students working as a team in accountability pods to ensure that everyone understands the lesson. Collaboration over competition.

What are Your Students Learning About Their Peers?

Understanding and respecting that there are a diversity of perspectives is important. Exposing students to differing perspectives allows for open discussion about the reason for differing perspectives. For some students it may develop a deeper appreciation for their own perspective, while other students might change perspectives.

As you consider the aforementioned question, I encourage you to pause and consider these ideas:

1. What perspectives do the students in your class bring with them?
2. Regardless of whether your students all identify with the same gender, racial, or religious group, how are each of their perspectives unique because of things like socioeconomic status, number of parents in the household, siblings, exposure to social media, etc.
3. What perspectives are missing, but can be included through articles, podcasts, blogs, Youtube videos, etc.
4. Shift the definition of peers from just the people in the classroom, to those in a classroom in another state, or another country. Technology is making our world smaller and more accessible.

The more students are introduced to the beautiful diversity of our world, the less they will react out of fear or haste when encountering something unfamiliar.

What are Your Students Learning About the World Around Them?

Our classrooms can be isolated spaces where there is tunnel focus on “just school” and getting to the next standard, the next grade level, the next … The reality however, is that once we leave the school and our students leave the school, the real world is there. So, how can we as educators help our students learn the skills and strategies for successfully engaging in the world around them.

1. What social, political, economic, health, financial happenings can be brought in to the classroom and used as real world examples of how to solve or resolve problems, negotiate deals, defend a point, or collaborate for success?
2. What resources can be used alongside textbooks to enhance the lesson?
3. What authors, local representatives, business owners, etc can partner with you and your students to engage in meaningful discussion and application of theoretical lessons to real world situations?

The more we help students learn to reflect on who they are, engage with diverse perspectives, and critically think about the world around them, the more successful they will be in navigating the world as adults. Successful self-reflection, appreciation for diversity, and viewing world situation with a critical lens takes years of practice. Let’s start now by creating culturally responsive lessons.

I have found that asking these three questions helps me design culturally responsive lessons that encourage engagement, lead to more robust discussion with and between students, increase retention and academic achievement.

Have more questions? If you are looking for some 1:1 coaching on your specific unit and lesson plans, schedule a Zoom call with me today!

Cheers!

Jocelynn

Consider this…

But, step back for just a second. Step back and look at this classroom filled with green and red and white lights. Step back and look at this classroom with Elves and Santa and Gingerbread men. Now, look around at the students in the room. Ask four questions:

1. Do all the students in this classroom celebrate Christmas?
2. In every class in this school?
3. If not, what holiday does the student celebrate during this season?
4. What is this student to believe about the importance of her celebration in the eyes of the school and teachers?

Now, ask three more:

1. Do all the students celebrate Christmas?
2. Is there no merit in allowing them to see the variety of celebrations taking place across the country and around the world?
3. How can we be intentional about showing students the beauty of their celebrations AND the beauty of others?

So, how can a culture-centered holiday experience be created so all students feel affirmed, welcomed, and celebrated during this time?

It will take additional time to discover the varying holidays of the students in your classroom. It will take time to understand the ways in which the holidays are celebrated. However, Rosalba from Zenned Math teachers has composed a substantial list of holidays that are celebrated in December and January. Check out her blog post HERE. You can start with this and build.

Asking the above questions is the first key step in creating a culture-centered holiday experience in your classroom.

Now Let’s Celebrate!

Whether every child in your entire school celebrates Christmas or not, it is important to open their eyes to the beauty and wonder of different holidays and celebrations. It is important for students to examine the similarities and differences in how people find joy in the celebration of holidays beyond Christmas. Christmas around the world is a great activity, but let’s expand our thinking and learning.

I encourage you to also consider the students that do not celebrate Christmas. How do they feel sitting in a classroom where Christmas is all around all the time?

Although this student has likely learned to lessen themselves, or ignore feelings of isolation, is that really ideal?

I think we can all agree the answer is no. As teachers, we want our students to know they matter. The best way to do this during the holiday season is to be intentional about discovering what holiday(s) each student celebrates.

Where Do I Start?

If you have already talked to your students or read Rosalba’s blog post, you know there are a lot of celebrations. Start by not getting overwhelmed. The goal is to be intentional. Intentionality is purposeful and gradual.

So, start by including picture books, short stories, decorations, color schemes, or rewards that align with this holiday.

Each year you can build your knowledge and understanding of different holidays and celebrations so you can incorporate more about the practices and the people into lessons.

If you are looking for lesson ideas, check out:

Christmas/Holidays Around the World – from Rockin’ Resources

Winter Holidays Around the World – from Sunshine and Lollipops

Celebrate Winter Holidays Teaching Guide – from Scholastic

Ready for more? Grab a FREE Culture-Centered Classroom Success Kit HERE!

Take your students learning to the next level with these online PD courses for teachers – CHECK THEM OUT HERE!

Cheers!

By using culture-centered teaching practices, students feel affirmed, welcomed, and celebrated for several reasons. First, teachers use the culture of the students inside and outside of the class as a vehicle through which instruction is given. Second, teachers structure rules, expectations, and disciplinary actions with the students’ cultural practices in mind. Third, students see themselves represented in the lessons taught, the books read, and the history studied.

Implementing these three components into the classroom makes it easier for the teacher to create the personalized learning environment students need to thrive.

Affirming Students through Culture-Centered Instruction

Ensuring that students feel emotionally supported and encouraged in the classroom is vital to academic achievement, social development, and personal growth and maturity.

So, what does this look like?

1. Validate students through the use of culture-centered curriculum resources that teach their history right alongside that of their peers. In this way students are given multiple perspectives of events and are able to critically analyze and discuss the significance of an event. For this reason, students can use a critical lens to determine their place in the larger scope of history moving forward.
2. Encourage students by not only telling, but showing them that they can accomplish any goal. Show them examples of  success traversing different career paths. Provide examples of success and achievement in a variety of areas with people that look, identify, and believe similarly.
3. Support students by allowing them to show up as their full and authentic selves in classroom discussion.  Provide all students multiple opportunities to critically engage in examining a variety of perspectives.

Welcoming Students through Culture-Centered Instruction

When students are received into an inviting and genuinely approving classroom, they are able to trust that the classroom is a space where they can relax enough to learn and explore.

So, what does this look like?

1. In a culture-centered classroom, the curriculum includes learning the history of, reading stories about, and exploring the contributions of a varied and diverse people. Sharing a balance of perspectives enables students to trust in, connect with, and see value in the curriculum. Students see that all people are welcome, because there is a priority on sharing a diversity of people’s stories in the classroom.

2. Inviting students into a classroom where they matter makes them feel welcome. How do students know they matter? They see themselves and their peers reflected in the lessons taught, the decor on the walls, and the disciplinary structure enforced. Students take greater interest in lessons that help them not just learn the curriculum, but more about themselves, their peers, and the world around them as they study. When they see diversity reflected in the decor and decorations there is a warmth and familiarity that lends to trust.  Another key way to help students feel welcome is by disciplining them in a way that reflects an understanding of their customs, beliefs, and traditions. This shows care and concern for betterment, not just a desire to scold.

3. All students should proudly wear hairstyles, adorn clothing, and converse in a way that is natural and uplifting.  Hair is a crown. Encouraging students to wear their hair in different styles is one key to creating a culture-centered classroom. Whether straight, curly, or in cornrows, students are confident in their ability to succeed academically. In addition, students should feel comfortable adorning traditional garbs. Students should feel free to wear a variety of brands and styles. Finally, students should be welcome to use their native tongue in class in addition to the majority language spoken. Helping students to understand the different contexts in which certain language patterns might be necessary is important, but should not be an expectation that limits the students’ ability to learn. 

Celebrating Students through Culture-Centered Instruction

Creating a classroom culture of celebration is not just empowering for students, but it is enjoyable for teachers.  Foster a love of celebrating the unique qualities, cultural practices, and beliefs of self and others.

So, what does this look like?

1. A culture-centered curriculum teaches about a diversity of people, beliefs, and traditions. More importantly teachers intentionally present beautiful and challenging truths. Many curriculums only present a dark, depressing story of certain people and places. It is important to make sure there is a balance of both victories and defeats shared about all people, places, and perspectives. Appreciation comes from knowing the entire story. In this way, students can truly celebrate their story and the story of others.
2. Include both historical and current examples of people that represent excellence. Show this in the classroom curriculum, on posters, and in books. It ensures that students see success from many perspectives. Celebrate the journey. Honor success. Observe perspectives. Celebrate diversity. Help students identify gaps in areas of success by intentionally representing different people, places, and perspectives. Students can identify spaces to use their genius.
3. Celebrate the diversity of ways in which students learn. Youth learners, like adult learners, prefer to learn in certain ways. Incorporating different different teaching methods, styles, and approaches ensures that student learning needs are placed as a priority. Ask students how they prefer to learn. Evaluate whether you are teaching in a way that best suits you or your students. Determine what it will take to adjust the approach.

Affirm, Welcome, Celebrate

A culture-centered classroom is one where students feel affirmed, welcomed, and celebrated through the instruction provided every day. Students also learn to affirm, welcome, and celebrate others. Everyone benefits from this classroom culture. Both academic and personal success is achieved.

Cheers!

Ready for more? Check out this blog post: 6 Ways to Create a Culturally Responsive Classroom

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As an educator and a mother of five children, I strive daily toward intentionality in my actions, in the choices I make, and with the words I use. This is completely contradictory to the age old saying, “Do what I say and NOT what I do.”

For this reason, I not only strive to have a culturally inclusive classroom environment and a culturally inclusive home environment, but a culturally inclusive life. 

So what does this look like in the classroom, in the home, and in life?

Let’s first examine the classroom environment. Whether you desire to create a welcoming and inclusive environment in a private, public, or homeschool setting, the strategies are fairly similar.

Creating a Culturally Responsive Classroom

1. PERSONAL GROWTH – Creating an authentically accepting and inclusive classroom begins with you, the educator, the mentor, the role model. Take responsibility for your own learning. Open your eyes. Do not get stuck in what you have always done BECAUSE you have always done it. Talk to teachers that do not look like you and likely do not teach like you.
2. UNITS OF STUDY – Be thoughtful and intentional about planning units of study. Ask yourself several questions: Why am I teaching this? What are my motivations, preconceived notions, biases, etc.? What do I want my students to learn? How am I going to teach this? How can I include representation from multiple perspectives? Where is the female voice, the Hispanic voice, the African voice, the Black American voice, the Asian voice? **New subscribers get a copy of my step by step unit planning resource. It is designed to help teachers think this way without getting overwhelmed.**
3. CLASSROOM DECOR – Look at the quotations, art work, and pictures you have hanging on the wall. If you are discussing the founding of America, are all the pictures of old, White men? Why? Celebrate color and diversity on your walls. Show your students the beauty of a diverse and rich color palette.
4. CLASSROOM LIBRARY – Check out your leveled readers or “choice books”. How many races and cultures are represented in sports, mystery, science fiction, adventure? Start with one section of your classroom library and add books that represent the world in which we live, not just yourself or your classroom demographic. Choosing window, mirror, and map texts will ensure a diverse offering.

The Big Picture

5. LEADERSHIP – Hold leadership accountable for providing professional development sessions that include training and coaching on developing and maintaining a culturally responsive  classroom and school environment.

6. DON’T GET OVERWHELMED – Truly transforming your classroom takes time and intentionality.

1. • You can do this! This decision to be intentional is transformative. Stay the course.
   • Start with one unit of study. Sit down with your team and talk through it together. Working together can make the task enjoyable.
   • Pick one area of your classroom and revamp the decor.
   • Choose one category in your classroom library at a time to overhaul. Talk to the school or community media specialist about resources that the school can provide.
   • Find conferences or organizations that host interesting PD and suggest it to your leadership team.

Creating a culturally responsive classroom environment will increase acceptance and understanding of differences. It will equip students to interact in the very colorful and diverse world in which we live. 

That’s all for now. We’ll talk about intentionally being inclusive in the home and in life in the next blog posts. Cheers to Culturally Responsive Classrooms!

Cheers!

Joce

Looking for in person or virtual training and coaching to develop a culturally responsive environment at your school? Check out The Culture-Centered Teacher Series and contact me to schedule!