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SMES Inclusive Classroom Practices

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? 

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SMES Inclusive Classroom Practices

  1. 1. St. Margaret’s Episcopal School Rosetta Eun Ryong Lee Seattle Girls’ School Beyond the Why and Into the How: Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee ( Please download (if you can and want) the resource document by going to tices
  2. 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (
  3. 3. 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 (
  4. 4. Identifiers, Power, and Communication Internalized Oppression/Dominance Stereotype Threat Accumulated Impact/ Microaggressions Implicit Bias Code/Mode Switching Fish Seeing the Water “Normal” versus “Good” “Intent” versus “Impact” Rosetta Eun Ryong Lee (
  5. 5. What Can We Do to Increase Inclusion and Responsiveness? Rosetta Eun Ryong Lee ( - Increasing Trust - Distinguishing Behaviors - Overcoming History and Impact
  6. 6. Do You See Me? Rosetta Eun Ryong Lee ( - 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
  7. 7. Do You Hear Me? Rosetta Eun Ryong Lee ( - Incorporation of Prior Knowledge and Experience - Seeking and Responding to Student Feedback - Student Choice in the Curriculum - Empathy Reflex - Authoritative Discipline
  8. 8. 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 (
  9. 9. - 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 (
  10. 10. You Win Some, You Lose Some Rosetta Eun Ryong Lee (
  11. 11. Stretching the Inclusive Boundaries Rosetta Eun Ryong Lee (
  12. 12. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 Rosetta Eun Ryong Lee (
  13. 13. Resources  Joshua M. Aronson, Ph.D., “Improving Achievement & Narrowing the Gap,” Learning and the Brain Conference, Cambridge, MA, November 2003  Allan G. Johnson, Privilege, Power, and Difference.  Miss Representation, documentary film on media and women  United Nations Population Fund Statistics on Gender Equality as of 2005 _gender.htm  Learning to be critically literate of mass media  Media Guide for Parents and Educators Rosetta Eun Ryong Lee (
  14. 14. 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) Johnnie McKinley, “Leveling the Playing Field and Raising African American Students’ Achievement in Twenty-nine Urban Classrooms,” New Horizons for Learning, mckinley.htm Michael J Nakkula and Eric Toshalis, Understanding Youth. Rosetta Eun Ryong Lee (