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BSS Inclusive Classroom Practices

Rosetta Eun Ryong Lee
Rosetta Eun Ryong Lee
Rosetta Eun Ryong LeeFaculty and Professional Outreach at Seattle Girls' School

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? 

BSS Inclusive Classroom Practices

1 of 40
Bishop Strachan School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Beyond the Why and Into the How:
Inclusive Practices for the Classroom and Beyond
About Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Agenda
 Experience of Difference
 Inclusive Classroom Practices
 Open Space Technology
 Gallery Walk and Reflections
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Getting the Most Out of Today
Apply Growth Mindset
Ask Questions
Participate Fully
Use Technology to Help You Engage
Visit Website After
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Safe Spaces 2.0 – Brave Spaces
 Controversy with Civility
 Own your own intent and impact
 Challenge by choice – with reflection
 Respect in all its multiplicity
 No personal attacks, but pointed
challenges are okay
 Be mindful of the true source of your
emotions
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)
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BSS Inclusive Classroom Practices

  • 1. Bishop Strachan School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Beyond the Why and Into the How: Inclusive Practices for the Classroom and Beyond
  • 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 3. Agenda  Experience of Difference  Inclusive Classroom Practices  Open Space Technology  Gallery Walk and Reflections Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 4. Getting the Most Out of Today Apply Growth Mindset Ask Questions Participate Fully Use Technology to Help You Engage Visit Website After Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 5. Safe Spaces 2.0 – Brave Spaces  Controversy with Civility  Own your own intent and impact  Challenge by choice – with reflection  Respect in all its multiplicity  No personal attacks, but pointed challenges are okay  Be mindful of the true source of your emotions Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 6. 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)
  • 7. 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
  • 8. Willingness to Self-Examine William Taylor’s Reflective Competence Model Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 9. Experiences Across Difference Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Code/Mode Switching Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 10. Break Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 11. What Can We Do to Increase Inclusion and Safety? Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/) - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact
  • 12. 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
  • 13. 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
  • 14. 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/)
  • 15. - 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)
  • 16. You Win Some, You Lose Some Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 17. Ah Ha’s and D’OH!s Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) - What are some new insights about what helps create inclusivity and cultural competency in the classroom and beyond? - What already existing practices INCREASE inclusivity and cultural competence? How can we incorporate more practices like these?
  • 18. Developmentally Appropriate Inclusion Work Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 19. 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
  • 20. 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
  • 21. 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)
  • 22. 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)
  • 23. 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
  • 24. 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
  • 25. 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)
  • 26. Examples  Class Mottoes  Products of Puberty  Barbie Math  Science and Ethics  Nacirema  What’s So Funny?  Video Documentary Project  Mathematical Patterns of Representation Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 27. Parents: Partners or Foes? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 28. 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…”  “Will this get them 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)
  • 29. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 30. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Lunch please return by 12:50pm
  • 31. Open Space Technology Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 32. Open Space: Four Principles Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)  Whoever comes are the right people.  Whatever happens is the only thing that could have.  When it starts is the right time.  When it’s over it's over.
  • 33. Open Space: The Law of Two Feet Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) If you find yourself in a situation where you are neither learning or contributing, move somewhere where you can. This is a law like the Law of Gravity.
  • 34. Open Space: Central Question How can BSS become more inclusive in the classroom and beyond? Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 35. Open Space Topics Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)  Word choice for inclusivity (17)  What do we mean by inclusive? (13)  Gender and Sexuality Diversity in Mission & Programs (18)  Special Events inclusivity (24)  How are we modeling inclusion? (16)  Supporting parents/guardians who don’t speak English (NE corner table)  Ad campaign that is genuinely inclusive (1)  Inclusivity in sports teams (3)  Supporting students who are less visible/vocal (4)  What are the conversations we would like to have, and what gets in the way? (22)  New students, boarding students, rising students integration (5)  What channels let us know when we’re NOT getting it right? (6)  Curriculum for explicitly addressing power, difference, and inequity (10)  What to say when we are intervening (15)  Compiling resource books for primary students (23)  Working with parents/guardians on how THEY can be inclusive (19)  Transparency and awareness in mental health (21)
  • 36. OST Work Time Round One Please return and post chart paper(s) BY 2:00pm Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 37. Open Space Gallery Walk Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 38. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee) Closing Circle
  • 39. 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 http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
  • 40. Resources • Karen Bradberry and Johnnie Foreman, “Privilege and Power,” Summer Diversity Institute, National Association of Independent Schools, 2009 • Po Bronson and Ashley Merryman, Nurture Shock • Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network) www.glsen.org • Allan G. Johnson, Privilege, Power, and Difference • Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, http://www.newhorizons.org/strategies/differentiated/ mckinley.htm Michael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)