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Holland Hall Inclusive Classroom Practices

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Rosetta Eun Ryong Lee
Rosetta Eun Ryong Lee

In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive? 

Education
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Holland Hall School Rosetta Eun Ryong Lee Seattle Girls’ School Beyond the Why and Into the How: Inclusive Classroom Practices Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Handout: tiny.cc/classroompractices
About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Agenda  Experience Across Difference  Increasing Inclusivity in the Classroom and Beyond  Developmentally Appropriate Work  Questions and Answers Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) The Jones Model of Cultural Competence Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion
Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Implicit and Unconscious Bias Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
What Can We Do to Increase Inclusion and Responsiveness? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact tiny.cc/classroompractices
Do You See Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Representation on the Walls - Representation in the Curriculum - Interest in Personal Story (Sharing of Personal Story) - Interactions In and Out of the Classroom - Demonstration of Care
Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Do You Hear Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - - Incorporation of Prior Knowledge and Experience - - Seeking and Responding to Student Feedback - - Student Choice in the Curriculum - - Empathy Reflex - - Authoritative Discipline
Will You Treat Me Fairly? - Clear and High Expectations - Equal Discipline and Rewards - Support in Struggle and Push in Success - Consistent and Predictable Assessment - Different Kinds of Success Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Understanding of Identity and Experience - Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - Encouragement of and Practice with Collaboration Will You Protect Me? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
You Win Some, You Lose Some Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Process Break What is interesting, surprising, or thought provoking about what you have learned so far? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Timeline for Early Awareness of Difference and Oppression Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Age Signs 6 months Can discern racial feature differences 3 years Awareness of own and others’ gender. Beginning awareness of gender roles 5 years Desire to categorize – self, others Curiosity about meaning of differences Aware of biases 7 years Can regulate biases versus behaviors Starting to parrot adult messages 3rd grade Are aware of societal stereotypes 5th grade Have internalized stereotypical messages
When They’re Little Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and coach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s not always good for kids
Curricular Approaches  Exposure Base  Allowing Questions  Gentle Guidance  Modeling Comfort With Discussions  Expanding Definition of What’s Possible  Fairness, Kindness, and Rightness Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Examples  The Black Santa Story  The Jackie Robinson Story  What Makes a Family?  Alternate Fairy Tales  Dress-Up Corner  Guest Speakers That Defy Stereotypes Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Middle Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Who Am I? How Do I Have Power?  “Friendship Extinction Event”  Identity search through grouping  Good and bad cliques  Open their horizons about identity  Be steady through their rollercoaster  Coach more, teach less
In the Later Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: My Future Place in the World  Gender and sexuality stereotypes  Power play through social status  The role of inclusivity in their college, professional, and personal lives  Charging them to “practice for the real thing”  Define values and boundaries, then accept that they will push  Be their consultant
Curricular Approaches  Experiential And Discovery Base  Facilitating Questions and Discussions  Media Literacy  Patterns and Systems  Values and Actions  Autonomy and Choice  Justice and Activism Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Examples  Products of Puberty  Barbie Math  Nacirema  What’s So Funny?  Video Documentary Project  Pay It Forward  Data Manipulations  Problem-Solving Through Coding  The Scholar’s Club  Teaching Younger Youth  Correlation versus Causation Reasoning Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Parents: Partners or Foes? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
What Parents Fear and What We Can Do About It  “I don’t have any language around this…”  “I want to protect their innocence…”  “Are you teaching my kids values?”  “I don’t want my kid to feel spotlighted…”  “How will this get my kid into college?”  Heads Up Communication  Resources and Language  Clear Reiteration of Mission and Values  Research and Your Expertise  Explicit Communication of Parents’ Roles Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

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Holland Hall Inclusive Classroom Practices

  • 1. Holland Hall School Rosetta Eun Ryong Lee Seattle Girls’ School Beyond the Why and Into the How: Inclusive Classroom Practices Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Handout: tiny.cc/classroompractices
  • 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 3. Agenda  Experience Across Difference  Increasing Inclusivity in the Classroom and Beyond  Developmentally Appropriate Work  Questions and Answers Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 4. Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 5. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) The Jones Model of Cultural Competence Cultural Self- Awareness Cultural Intelligence Cross-Cultural Effectiveness Skills Countering Oppression through Inclusion
  • 6. Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Implicit and Unconscious Bias Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 7. What Can We Do to Increase Inclusion and Responsiveness? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact tiny.cc/classroompractices
  • 8. Do You See Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Representation on the Walls - Representation in the Curriculum - Interest in Personal Story (Sharing of Personal Story) - Interactions In and Out of the Classroom - Demonstration of Care
  • 9. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 10. Do You Hear Me? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - - Incorporation of Prior Knowledge and Experience - - Seeking and Responding to Student Feedback - - Student Choice in the Curriculum - - Empathy Reflex - - Authoritative Discipline
  • 11. Will You Treat Me Fairly? - Clear and High Expectations - Equal Discipline and Rewards - Support in Struggle and Push in Success - Consistent and Predictable Assessment - Different Kinds of Success Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
  • 12. - Understanding of Identity and Experience - Interruption of Exclusive or Oppressive Behavior - Teaching and Discussing Cultural and Power Difference - Encouragement of and Practice with Collaboration Will You Protect Me? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 13. You Win Some, You Lose Some Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 14. Process Break What is interesting, surprising, or thought provoking about what you have learned so far? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 15. Developmentally Appropriate Diversity Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 16. Timeline for Early Awareness of Difference and Oppression Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Age Signs 6 months Can discern racial feature differences 3 years Awareness of own and others’ gender. Beginning awareness of gender roles 5 years Desire to categorize – self, others Curiosity about meaning of differences Aware of biases 7 years Can regulate biases versus behaviors Starting to parrot adult messages 3rd grade Are aware of societal stereotypes 5th grade Have internalized stereotypical messages
  • 17. When They’re Little Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Trying to Understand the World  Curiosity based questions about difference  Find out what they’re actually asking  Find out why they’re asking  Answer their questions straightforwardly  Model and coach humility, delight, and curiosity about difference  Be mindful of children’s media – it’s not always good for kids
  • 18. Curricular Approaches  Exposure Base  Allowing Questions  Gentle Guidance  Modeling Comfort With Discussions  Expanding Definition of What’s Possible  Fairness, Kindness, and Rightness Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 19. Examples  The Black Santa Story  The Jackie Robinson Story  What Makes a Family?  Alternate Fairy Tales  Dress-Up Corner  Guest Speakers That Defy Stereotypes Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 20. The Middle Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: Who Am I? How Do I Have Power?  “Friendship Extinction Event”  Identity search through grouping  Good and bad cliques  Open their horizons about identity  Be steady through their rollercoaster  Coach more, teach less
  • 21. In the Later Years Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Theme: My Future Place in the World  Gender and sexuality stereotypes  Power play through social status  The role of inclusivity in their college, professional, and personal lives  Charging them to “practice for the real thing”  Define values and boundaries, then accept that they will push  Be their consultant
  • 22. Curricular Approaches  Experiential And Discovery Base  Facilitating Questions and Discussions  Media Literacy  Patterns and Systems  Values and Actions  Autonomy and Choice  Justice and Activism Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 23. Examples  Products of Puberty  Barbie Math  Nacirema  What’s So Funny?  Video Documentary Project  Pay It Forward  Data Manipulations  Problem-Solving Through Coding  The Scholar’s Club  Teaching Younger Youth  Correlation versus Causation Reasoning Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 24. Parents: Partners or Foes? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 25. What Parents Fear and What We Can Do About It  “I don’t have any language around this…”  “I want to protect their innocence…”  “Are you teaching my kids values?”  “I don’t want my kid to feel spotlighted…”  “How will this get my kid into college?”  Heads Up Communication  Resources and Language  Clear Reiteration of Mission and Values  Research and Your Expertise  Explicit Communication of Parents’ Roles Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 26. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 27. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)