Stamp Out Racism in Classrooms

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Stamp Out Racism

I recently saw a video on Twitter of a woman screaming at the top of her lungs, “I will teach my grandchildren to hate all of you!” She was wrapped in a confederate flag and was yelling at a group of mostly Black and peaceful protesters holding Black Lives Matters signs. As a human being, I was disgusted at the woman’s words and hate. Then I thought the teachers of her grandchildren would have to undo the damage of the racism and hatred instilled into them at an early age. Imagine something so deep-seated coming into the sanctity of space for teaching and learning. Once it enters, how do you stamp out the racism in classrooms?

Hate and racism are equal opportunists, and both cross many lines between cultural and ethnic groups. People of all races have racist moments. To display hatred or racism is inherently wrong and demonstrates one of the worst human flaws. Racism is deeply entrenched in the United States and not easily fixed. It is a social ill of the worst kind. Somehow, teachers have become the de facto fixers of social ills. It is not what teachers train to do, but it often falls into our laps. While we cannot fix all of the world’s burdens, we can try to make things better. In this post, we will explore some things we can do to stamp out racism in classrooms.

Internal and Interpersonal

First, let’s talk about two types of racism you may see displayed in classrooms. You may witness internal racism. It is basically who you are and what you believe. Then there is interpersonal racism. It is how you interact or do not interact. More complex types of racism exist, but we will focus on internal and interpersonal in this post. Also, we will focus on how to teach our children not to harbor racism and hate.

While we look at ways to stamp out racism in classrooms, here are a few other ways it may appear in schools. Racism exists in textbooks, novels, curricular activities, behavior management, discipline, and school funding. These may not be at the forefront of your mind, but all have adverse effects on teaching and learning.

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In your classroom, most likely, racist behavior will be internal and interpersonal. Most importantly is when you witness racism, make it clear the behavior is unacceptable. Also, every teacher must model the conduct and habits that you expect. Furthermore, stop for a moment and reflect on your own beliefs and attitudes about race. Look at the students sitting in front of you. Here are some questions to ask yourself.

Modlily

Reflective Questions

How do you treat students of color in your classroom? Think about how you speak or respond to Black, Latino, or Asian children. Do you discipline them more harshly than White students? Are most of your behavior referrals for Black or Latino students? What are your academic expectations for the non-White students? How do you communicate with parents of color? Write down the answers to these questions. Next, challenge yourself to make changes as needed.

Classroom Environment

Now let’s look at some tips to help stamp out racism in classrooms. You are starting with the classroom environment. Walk around and observe classroom posters, pictures, textbooks and classroom library books, music, and other materials. Do these items reflect the diverse races, ethnicities, gender, and age group of the students? If you do not have varied representations in the classroom, you need to make changes to the environment. Children need to see themselves represented in the resources and materials. Check with the principal to see if funds exist to purchase new materials.

Use Unbiased Language

Another tip is to make an effort to use unbiased language. Your words must be inclusive and not divisive. Sometimes the way we speak to our students is unintentional but pays close attention to what you say to students. Compliment students equally about appearance and achievement. Find a way to encourage all students.

Answer Students’ Questions

If students have questions about discrimination, prejudices, and racism, answer their questions. Do not sidestep or change the topic. Children are curious, perceptive, and intelligent. Use it as a teachable moment and make time for student-to-student discussions. When questions arise, it is a perfect time to facilitate and discuss racial and cultural differences. It is also an excellent time to review how harmful racism is to people and the country. It is not time to pretend not to see differences in race or culture. Acknowledge the students’ observation and explain not to put negative judgments on the differences.

Stamp out racism — Anti-racism must become a cause we work towards each day. Photo by Zach Vessels on Unsplash.com

Communicate With Parents

Inform parents of the discussions and any possible projects. You may have some parents who do not want their children to discuss racism. Be very specific to describe what types of questions students asked. Also, explain the answers you gave or will give based on the students’ questions. Ask parents if they have any objections because you do not want children to have mixed messages. Perhaps, parents will reinforce the discussion at home with their children.

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Learned Behavior

At some point, you will have to deal with racist behavior. Do not ignore it! Avoiding racism will not make it disappear. Silence is not golden when you observe a racist act. Your silence can be interpreted as approval; therefore, send a clear message that racism is not tolerated. Explain why the action is not appropriate.

Remember, the racist act by a student is learned behavior. This type of action does not disappear immediately. It must be unlearned over time. You have to try to undo what the child learns at home or in the community. It is not easy to repair the damage. Also, do not disgrace or embarrass the student who commits the racist act. Talk to the student to identify where the problem exists and how to refrain from having future or similar episodes.

Teaching Empathy

Throughout the school year, teach lessons of empathy. Students can be taught empathy through activities involving role-playing, town-hall meetings, peace circles, and collaborative projects. Do not forget to reflect on your level of empathy. You may need some lessons, too. Remember, everyone is a work in progress, but teachers are role models. Teachers must demonstrate the acceptable behavior and expectations of their students.

Anti-Racism is a Cause

To stamp out racism in classrooms is not an easy task or burden. Yes, your job is very stressful. Nevertheless, teachers, we are on the frontline of the battle. It is not a chore that we desire; however, we must be a catalyst for change. Anti-racism must become a cause we work towards each day. If it becomes a cause, we can guarantee all of our students an equal opportunity to live and work in a better world.

Additional Resources

Is My School Racist? https://www.tolerance.org/magazine/fall-2013/is-my-school-racist

Teaching Tolerance www.teachingtolerance.org

How Racism Affects Public School Minorities

https://www.thoughtco.com/how-racism-affects-public-school-minorities-4025361

https://blog.feedspot.com/top-50-education-blogs-for-educators-and-teachers/

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Educators, Admit That We’re Not Okay

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Throw Off the Masks

Historically, teachers and administrators must show strength and bravery during tumultuous times. We tell ourselves that we must be strong for our students because the children need us. We must be a strong tower to lean on and very composed for all to see. Yet, some of us are falling apart inside and out. Today, let’s throw off the masks. Educators, admit that we’re not okay!

The year 2020 is half over, and it’s a bumpy ride. The year began like any other, and then COVID19 hit our nation and the world. We were not prepared for a pandemic. Schools closed without knowing that we would not return for the remainder of the year. Teachers and administrators had to shift gears in every area of education.

Remote Learning Didn’t Work

A recent Wall Street Journal article, The Results Are In for Remote Learning: It Didn’t Work, states the pandemic forced schools into a crash course in online education. Teachers are used to planning and preparing. COVID19 did not give us time to do so. Suddenly, students were sent home, and instantly, e-learning became a thing. Educators were thrown into a whirlwind. Districts quickly put together some guidelines to follow, but everything was haphazard. No one was ready for what hit us.

Students and parents were not prepared either for remote learning. Many students do not have access to the technology needed for e-learning. Districts tried to provide computers for students in need. Also, some students and parents do not have access to WiFi. Yes, companies offered access at a reduced rate, but some parents could not afford another bill. Everyone is stressed!

Educators feel the effects of societal ills, too. Photo by Engin Akyurt on Unsplash.com

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Communication is a Priority

Teaching is a profession where communicating with students and parents is a priority. When classes are in person, seeing and speaking to your students is an everyday thing. We are on the frontlines like first responders. As educators, we develop relationships with the children and learn their nuances, triggers, likes, and dislikes. We can look in their faces or eyes and know when they are happy, sad, angry, or scared. Our students know our moods, and we know theirs. E-learning takes away a certain amount of humanity. The computer screen can hide emotions and signs of distress in the children we teach. So, to add on to the stress, we now have worry, too.

We worry for the students who were already on edge or have social-emotional issues. Schools are often a safe haven for children who live in unstable homes where physical or emotional abuse is present. Teachers and administrators also agonize for the families during the COVID pandemic. In schools with a majority of low-income families, parents are at risk of unemployment and financial calamity. We are anxious that our students are hungry and possibly homeless if their parents cannot afford to pay the rent.

More than a Pandemic

Yet, educators are supposed to appear to be strong despite our anxieties. Again, we mask our feelings instead of admitting that we are not okay. Many teachers can tell you that they have lost track of some students. Despite calling emergency contacts and several phone numbers, a large percentage of children are lost in the system of remote learning. During a typical school year, we can make home visits and knock on doors. However, the pandemic has us on lockdown. When we cannot locate a student, it is a significant stressor. We care about the well-being of the children and their families.

Just as COVID19 threw us all out of whack, the killing of George Floyd by a Minneapolis police officer lit a fire across the United States. Peaceful, protesters, rioters, and looters took to the streets in major cities. Neighborhoods and communities took massive hits of destruction. Buildings, stores, pharmacies, and more no longer exists in areas that were already barely existing. Now, our students had to witness a mix of peaceful protests, violence, and destruction. They also witnessed the explosion of anger and trauma like the combustion of emotions. Plus, the children don’t have the school building as a safe haven anymore. Again, we are unable to reach out to comfort our students during the turmoil. It’s too many unknowns for us to handle.

We Are Not Okay

Educators, let’s admit that we’re not okay! Why are we expected to be fine? How do we deal with much heartache, burdens of the pandemic, and the societal ills that affect our students? These issues are traumatic for us, too. Why are we expected to be experts at e-learning at the drop of a dime? No one was prepared for remote learning to be the only source of teaching for months. How do we deal with the expectations that educators must weather any storm, no matter how devastating?

Teachers and administrators, let’s begin with admitting that we’re not okay and just as fragile as any other humans. We are hurting, too. It is okay to cry, shout, and be vulnerable. If you need to seek support, don’t hesitate to reach out to a counselor, colleague, or family member. The last thing you want to do is hold in your emotions and become overwhelmed with distress. Your worries and concerns need to be heard, too. Admit that you are not okay and take the time to heal.

Resources

https://www.wsj.com/articles/schools-coronavirus-remote-learning-lockdown-tech-11591375078

Effective Teaching Begins With Effective Planning

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Effective Teaching

“What is effective teaching?” This question generates a variety of answers from teachers and administrators. Most educators have their perception or definition. Despite one’s opinion, teaching is a process and has several components and principles.

To become a certified teacher, one must attend a teaching program at a university or college. While participating in a teacher education program, future educators must take methods courses in the core subject areas and their area of certification. Future teachers learn theory, best practices, instructional strategies, lesson planning, and more. Then, they complete a semester of student teaching in a controlled setting with a cooperating teacher for support. Afterward, the real-world awaits in real classrooms with real students. In other words, welcome to the trenches.

Teaching is not an Easy Process

Experienced and new teachers search for effective and engaging strategies to ensure that their students successfully learn new skills. Teaching is not an easy process, and it takes much thinking and preparation to create great lessons for students. In this chapter, we will explore how effective teaching begins with planning. As educators, we subconsciously know some of these things, but it is good to refresh our memories.

Qualities of Effective Teaching

According to Qualities of Effective Teachers, 3rd Edition by James H. Stronge, 2018, “Effectiveness is an elusive concept when we consider the complex task of teaching. Some researchers define teacher effectiveness in terms of student achievement.

Others focus on high-performance ratings from supervisors. Still, others rely on comments from students, administrators, and other interested stakeholders. In fact, in addition to being uncertain how to define effectiveness, we vacillate on just how to refer to successful teachers.”

If you ask a variety of teachers and administrators to define teacher effectiveness, you will hear many different interpretations. Our perceptions and opinions are different based on our education, experiences, school population, and expectations. However, despite our perceptions and views, we can agree that effective teaching begins with lesson planning.

Strategic and Effective Planning

Effective teaching, along with a great and engaging lesson begins with strategic and effective planning. During the planning stage, effective teachers recognize how to reach their students best and being intentional. Jeff C. Marshall in Highly Effective Teachers states, “When we focus more on the why and thus the intentionality of our teaching, we begin to ask richer questions that guide our instruction, such as: How can I better engage the learners who appear to mentally check out? How can I make sure that my lessons are aligned so that the learning matches my goals/objectives? How can I create a learning environment that challenges all while providing scaffolding for those who need it?

Successful Teaching

Successful teaching cannot occur without effective planning. As educators, we learned to write lesson plans using formulas and templates. The procedure we are very familiar with is Students Will Be Able To (SWBAT) – Skill (Verb) – Concept – Context. The skill is “What am I going to do? The concept equals the topic, big idea, or strategy. Lastly, the context is the specific condition, what are you using, and how will I get there. Here are two examples.

Lesson Plan Formula and Templates

1. SWBAT state the characters, plot, setting, and theme for a story.

2. SWBAT compare measurements made using different units.

It takes professional development, practice, and experience to learn to create lessons with intentionality. Always keep the learning outcomes in mind in all of the stages of designing a lesson or unit. Indeed, you want your assignments and activities to be engaging, effective, and relevant for the students. Let’s explore backward design, strategies, and questions to ask to help you create lessons that meet your expectation and students’ needs.

Planning Process

Whether you teach children or adults, keep these ideas in your mind. As part of your lesson planning process, ask yourself these four questions.

1. Who are your learners? Understand the learning characteristics, styles, and needs of your students.

2. Why is this lesson or unit necessary? Students, want to know, “Why do I need to know this? What’s in it for me?”

3. What do learners need to be able to do?

4. How can the students best learn the subject or skill?

Think about using the backward design method to create your lesson and keep the learning outcomes in mind. Also, it helps to keep your lesson relevant to the needs of your students. Now let’s begin with steps to get you started with your design.

Effective teachning begins with effective planning — Strategic and effective planning is the starting point for a great lesson. Photo by Nils Stah on Unsplash.com

Begin with the End in Mind

1. Imagine what students will say and be able to do at the end of the lesson.

2. Think and reflect on how to imagine the end.

3. Build your beginning with your end in mind.

4. Plan with students’ needs in mind. Will the lesson satisfy their needs?

From Imagination to Reality

Now you are ready to head to the next step by moving from imagining what the lesson looks like to the beginning to make it a reality. Begin to ask yourself more in-depth questions for students, materials, resources, and instructional strategies. Here are a few questions to ask yourself. Reflect and answer the questions in a way to help you stay focused on the learning outcomes. Remember always to keep the learning outcomes in mind.

1. What prior knowledge or skills do students need to be successful?

2. What vocabulary, terms, information, or skills do you need to introduce to participants?

3. What materials and resources are best in building the desired skills and knowledge?

4. What instructional strategies are most likely to result in your desired outcome for your students?

5. How can you progress monitor or check for understanding along the way? What type of assessment tools will you use?

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Understanding by Design

A great resource to review is In Understanding by Design by Wiggins and McTighe. They state that “backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and the instruction rather than the outputs of the teaching.

Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.”

For more information on backward design, check out Three Stages of Backward Design.

1. Identify the Desired Result

2. Determine Acceptable Evidence

3. Plan Learning Experiences and Instruction

Let’s quickly take a look at three stages of a road trip to the learning outcomes you desire.

Stage 1 of Backward Design

Stage 1: Desired Results

Here is where you establish the goals and enduring understandings of the lesson. You will think about: Acquisition, Understandings, Essential Questions, and Transfer.

Acquisition

What key knowledge or skill will students acquire during the lesson or unit?

Understanding

What big ideas or specific understanding will students have upon completion of the lesson or unit?

Essential Questions

What questions will provoke inquiry, understanding, and transfer of the knowledge? The essential questions usually frame the lesson. If your students attain the goals of the lesson, they should be able to answer the essential questions.

Transfer

How will students transfer the knowledge from the lesson or unit? Then, how will they apply the information or experience outside the context of the class?

Evidence and Assessment

Stage 2: Evidence and Assessment

You must decide what you will evaluate students on or what is the evaluative criteria. Will you use performance tasks, projects, papers, quizzes, tests, homework, or other evidence?

Students must demonstrate that they attained the goals of the lesson. They must show their level of understanding, and you must determine how students will do so.

Learning Path

Stage 3: Learning Path

Summarize key learning events and instructional strategies. Will you present key learning events via individual learning activities, lectures, discussions, problem-solving sessions, or other techniques.

You must decide the individual learning activities and instructional strategies to use during the lesson or unit.

Successful lessons begin with strategic planning and backward design is thorough practice. It takes time to master; however, time and with practice, it will become normal to you. The steps for using backward design allow you, the teacher, to be more reflective when creating lessons. The process makes you clearly think about the students’ needs, learning styles, resources, materials, and assessments. More importantly, the backward design allows you to plan and teach with intentionality. Remember effective teaching begins with effective planning.

Resources

 Qualities of Effective Teachers, 3rd Edition by James H. Stronge, 2018
Stronge, J., 2018. Qualities of an Effective Teacher. 3rd ed. United States: ASCD.

Jeff C. Marshall in Highly Effective Teachers: 7 Classroom Tested Practices That Foster Student Success
Marshall, J., 2016. The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success. 1st ed. United States: ASCD.

In Understanding by Design by Wiggins and McTighe
Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum Development. (1998). Understanding by design. Alexandria, Va: Association for Supervision and Curriculum Development.

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