This document provides an introduction and overview for an equality training session for teachers at Trafalgar Junior School. It discusses the importance of addressing discrimination and inequality in schools, highlighting statistics around disproportionate exclusion rates faced by certain groups. Examples are given to illustrate how discrimination can negatively impact students throughout their lives. The training aims to help teachers reflect on their own knowledge and potential gaps, and provides activities for teachers to discuss current good practices as well as concerns around addressing issues of equality and diversity. An equality review matrix is introduced to help structure planning and consideration of these issues on an ongoing basis.
Cool Facts & Stats About Single Moms {& Dads!} & Their KidsHonorée Corder
Have you ever wondered about single parents? Here are some interesting facts about single parents and their kids!
Check out more blogs like this at: thesuccesssfulsinglemom.blogspot.com
You can also purchase The Successful Single Mom series here:
HonoreeCorder.com
This presentation was part of Embody's Safe Healthy Strong 2014 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often overlooked or not talked about enough when providing sexuality education, even though is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity, through discussion and completing activities with small groups, to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula and workshops with clients more sex positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based community outreach coordinator for Planned Parenthood of WI (PPWI). A graduate of Marquette University, she began working with PPWI through an AmeriCorps program called Public Allies where she helped to create and manage a teen health promoter program that placed trained teen educators in a two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently Margo provides programming in the Green Bay and Fox Valley regions and works to build awareness of the services PPWI provides.
Mia Noel graduated from Marlboro College in Marlboro, VT, where she received her BA in Political Science and Film. As a student, she founded and led the Diversity Committee, identifying the needs of marginalized students and engaging new students on campus. She has more than 10 years of experience working with youth ages 4 to 18, formerly as a Substitute Teacher for Milwaukee Public Schools. Her background includes experience in social media/outreach, film, and volunteer work with area nonprofits, including ExFabula, Diverse & Resilient and Milwaukee Film. Mia is currently the Youth Program Coordinator with Planned Parenthood of Wisconsin.
Cool Facts & Stats About Single Moms {& Dads!} & Their KidsHonorée Corder
Have you ever wondered about single parents? Here are some interesting facts about single parents and their kids!
Check out more blogs like this at: thesuccesssfulsinglemom.blogspot.com
You can also purchase The Successful Single Mom series here:
HonoreeCorder.com
This presentation was part of Embody's Safe Healthy Strong 2014 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often overlooked or not talked about enough when providing sexuality education, even though is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity, through discussion and completing activities with small groups, to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula and workshops with clients more sex positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based community outreach coordinator for Planned Parenthood of WI (PPWI). A graduate of Marquette University, she began working with PPWI through an AmeriCorps program called Public Allies where she helped to create and manage a teen health promoter program that placed trained teen educators in a two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently Margo provides programming in the Green Bay and Fox Valley regions and works to build awareness of the services PPWI provides.
Mia Noel graduated from Marlboro College in Marlboro, VT, where she received her BA in Political Science and Film. As a student, she founded and led the Diversity Committee, identifying the needs of marginalized students and engaging new students on campus. She has more than 10 years of experience working with youth ages 4 to 18, formerly as a Substitute Teacher for Milwaukee Public Schools. Her background includes experience in social media/outreach, film, and volunteer work with area nonprofits, including ExFabula, Diverse & Resilient and Milwaukee Film. Mia is currently the Youth Program Coordinator with Planned Parenthood of Wisconsin.
Educação em valores necessidade ou obrigaçãoMaria Casanova
A educação em valores é a preocupação central desta comunicação, tanto no que
respeita à formação de professores como no que concerne ao desenvolvimento dos
alunos. A LBSE refere a necessidade de os professores possuírem skills referentes a
matérias da especialidade do seu grupo de docência mas aponta também para a
existência de competências na área da formação pessoal e social adequadas ao exercício
das diferentes funções e papeis a desempenhar na profissão docente. Subentende-se a
existência de um professor sábio nos diferentes níveis do conhecimento, em que o
saber-estar pressupõe o meta-conhecimento só construído pela maturidade do saber.
Existem alguns obstáculos a ter em consideração ao ser iniciado um programa de
educação em valores para docentes.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Nasoalveolar moulding /certified fixed orthodontic courses by Indian dental a...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Тестовое описание документации. Да получения полной версии направьте запрос на nikolaev-av@mail.ru или на сайте www.agro-serv.ru
Электрическая многоярусная хлебопекарная печь MATADOR MDE bsc30 / bsc40 / ba werner pfleiderer horstmann group (#33)
Finishing and polishing of cast metal framework/prosthodontic coursesIndian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
NCV 2 Early Childhood Development Hands-On Support Module 4Future Managers
This slide show complements our existing learner guide - NCV 2 Early Childhood Development Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
Part I. Overcoming Bias I am a person who firmly believes that e.docxssuser562afc1
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen.
Part I. Overcoming Bias I am a person who firmly believes that e.docxkarlhennesey
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen ...
Educação em valores necessidade ou obrigaçãoMaria Casanova
A educação em valores é a preocupação central desta comunicação, tanto no que
respeita à formação de professores como no que concerne ao desenvolvimento dos
alunos. A LBSE refere a necessidade de os professores possuírem skills referentes a
matérias da especialidade do seu grupo de docência mas aponta também para a
existência de competências na área da formação pessoal e social adequadas ao exercício
das diferentes funções e papeis a desempenhar na profissão docente. Subentende-se a
existência de um professor sábio nos diferentes níveis do conhecimento, em que o
saber-estar pressupõe o meta-conhecimento só construído pela maturidade do saber.
Existem alguns obstáculos a ter em consideração ao ser iniciado um programa de
educação em valores para docentes.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Nasoalveolar moulding /certified fixed orthodontic courses by Indian dental a...Indian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and offering a wide range of dental certified courses in different formats.
Indian dental academy provides dental crown & Bridge,rotary endodontics,fixed orthodontics,
Dental implants courses.for details pls visit www.indiandentalacademy.com ,or call
0091-9248678078
Тестовое описание документации. Да получения полной версии направьте запрос на nikolaev-av@mail.ru или на сайте www.agro-serv.ru
Электрическая многоярусная хлебопекарная печь MATADOR MDE bsc30 / bsc40 / ba werner pfleiderer horstmann group (#33)
Finishing and polishing of cast metal framework/prosthodontic coursesIndian dental academy
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
NCV 2 Early Childhood Development Hands-On Support Module 4Future Managers
This slide show complements our existing learner guide - NCV 2 Early Childhood Development Hands-On Training published by Future Managers Pty Ltd. For more information visit our website - www.futuremanagers.net
Part I. Overcoming Bias I am a person who firmly believes that e.docxssuser562afc1
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen.
Part I. Overcoming Bias I am a person who firmly believes that e.docxkarlhennesey
Part I. Overcoming Bias
I am a person who firmly believes that everyone is equal despite anything. The fact that one may be of a different color or religion does no affected me because I think that everyone is equal. Also, for people who come from a poor background, I feel like they should be considered to fit into society. My culture can affect my professional work, especially when working in an area that is sensitive to culture. It can have a affirmative impact on the people I labor with because they will learn to interact with others well. On the other hand, institutions where cultural diversity is not considered necessary, it will have a negative influence on me because expressing the difference would be difficult. I believe that every individual has a right to experience equality. Oppression is not suitable for individuals who are from a different culture or background. Also, people should not exercise bias in workplaces by making decisions that affect others and benefit themselves.
To be friendly and interact with people without fear despite their differences- an individual's behavior affects how they think (Gibson & Barr, 2017). For example, if a student walks up to me to ask a question, it is my role to be friendly to them to ensure that they do not fear to approach me another time. Also, for the students who come from poor backgrounds, it is essential to be friendly to them to ensure that they concentrate on their studies. It will help boost their performance because they will know that the teacher does not worry about the difference but in offering them quality education. Hanging out with people who have a positive attitude compared to mine- for example, being culturally insensitive can be eliminated by sensitive people. Interacting more with people who take into account all cultures can have significant influence on how I handle people from different cultures. To identify situations when the biases affect my behavior- when working with children in a class setup, it is essential to assess every student to know their strengths and weaknesses. Also, through observation, one can identify a student who is having difficulties in class and help them (Gibson & Barr, 2017). To avoid bias, concentrating on helping one child can affect others because they will feel that they are not necessary. Therefore, it is essential to focus on all the kids to ensure that equality is observed. Being biased affects one's behavior and attitude towards things.
The strategies chosen can help build a positive relationship between educators, children, and parents to ensure that every party is satisfied. Working with individuals who are not biased can help reduce biases. Being friendly can help children from a poor background to study well because of positive energy. It will help their parents to work hard to ensure that their kids study well. Also, people with a positive attitude can help in the development of the school so that it can account for all studen ...
This presentation was delivered at the Scottish Teacher Education Committee Conference 2009. The theme of the conference was 'What can teachers do to encourage inclusion?'
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Similar to Staff Incluson and Equality Training 2015 (16)
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docx
Staff Incluson and Equality Training 2015
1. Equality Training for Teachers – Trafalgar Junior School
March 2015
Introduction:
Who am I, my background and why I’m especially interested in equality and
diversity –
I think all of you know me as the Chair of Governors butnot all of you will
necessarily know that much about me or why I’mqualified to come and talk to
you about equality and diversity.
Chair of Governors /father of E in Yr 5 / D now in Yr 11
Governor, firstin Infants when Dwas in Yr 1. Also know someof you fromthe
Trafalgar Green Dragons paddling and rowing crews…2005 to 2012!
In my other world, I’mthe AssistantGeneral Secretary of Napo – the
professionalassociation and union for staff working in probation and family
courts. That’sa world where the impact and costs of inequality and
discrimination areevidenced starkly.
Prior to working for Napo I was a senior official in two different unions 15 years
and so inevitably, whether it was negotiating pay, terms and conditions or
representing individuals I’veacquired a fair understanding of the issues,
prejudices, and challenges around equality and diversity. And prior to that I
was a junior schoolteacher and NUT activistfor 6 or 7 years – so I know a bit
about the challenges of the classroom.
DISCRIMINATIONMATTERS
Discrimination, whether overt and deliberate or an indirect consequenceof
ignoranceand accident, remains with the individual throughouttheir life.
Whether it becomes a motivating driver or a negativedrag on their
confidenceand self-esteem, it’ssomething that disproportionately shapes
and forms what follows.
Before the last General Election in the run up to the 2010 Equality Act, which
introduced a public sector duty to publish information relating to equality and
diversity, there was important recognition of the impact of discrimination in
2. schools. Although thenumber of permanent exclusionshad more than halved
it was still around 6000 a year. After the election, the Children’s
Commissioner was tasked with producing somereports into the story behind
the figures. Their report, “They Never Give UpOn You” makes startling
reading. Amongstother things this has sharpened Ofsted’s interestin
measuring and monitoring this whole area – because exclusions are about
discrimination.
FACTS
40% of NEETs had been excluded fromschool. Around ¾ of young
offenders reported being excluded or excluding themselves fromschool.
Children with free schoolmeals were 4x morelikely to be excluded.
SEN children were 8xmore likely to be excluded (x7 with a statement
and x9 without)
Boys are 4 x more likely to be excluded than girls
Boys of Black Caribbean and Black African origin are x4 more likely to be
permanently excluded than any other group.
Over 5000 children were being permanently excluded a year and over
300,000 temporaryor fixed-termexclusions.
The report identifies Jack and Jill. Jack is of black Caribbean origin, in a single
parent family with low income and an identified learning difficulty. Jill is a
white British girl in the same class but froma moderately affluent family with
two parents and no learning difficulties. Jack is 168 x more likely to be
excluded than Jill. I tried the maths for how much more likely Jack was to be
excluded than the Indian girl sitting next to Jill but gave up.
Incredibly, thereport also identified increasing illegal practices within schools –
non-recording of temporary and shortterm exclusions, especially in Academies
and the refusalto refer cases to an IndependentAppeals Panel.
The DfE’s responsewas typically confused and discriminatory –the 2011
Education Act removed the legal requirement for an IndependentAppeals
Panel and placed more freedom / responsibility on Head Teachers to manage
behaviour…whilstat the same time telling Ofsted to ensure the gap in
attainment and progress was prioritised.
3. It’s worth looking at Ofsted’s responsebriefly. TheDfE Equality Objectives have
5 priorities. 1 is aboutclosing the gap in attainment across thekey groups
identified. 2 is about closing the opportunity gap between richer and less
affluent children. 3 is about giving moreparental choice (though it doesn’t
explicitly say you have a choice to insistyour child isn’texcluded). 4. Is perhaps
the mostinteresting in terms of tonight’s discussion –
“We expect head teachers to take a strong stand against all bullying –
particularly prejudice-based racist, sexistand homophobic bullying”
#5 was about how the DfEshould conduct itself but wasn’tcaveated except in
Gove’s office, so wecan ignore that one.
So we can be sure this is on Ofsted’s radar.
DIFFICULT& SCARY SUBJECT
But this is a difficult and scary subject. Firstly, it exposes how irrational and
emotional theworld is. Rational thought doesn’treally exist – we may like it
too but every decision peoplemake is rooted in another emotional decision
as to what’srational, or whether reason aloneis enough. And nothing makes
people more emotional than their children. And no-onearemore sensitiveto
emotional issues around them than children.
Secondly, there’s a lot of profit to made in sensationalising issues around
equality and diversity. Get something wrong and it can quickly become a
newspaper or internet story and suddenly the schools’ at the heart of an
episode of ‘the Simpsons’. Your actions exposeyour values and what type of
community you REALLY are.
And thirdly, equality and diversity isn’t easy. As we operate emotionally our
prejudices are always live. We need to recognise this and insulate ourselves
fromthe risk of them causing a shock.
NO COMPLACENCY
Furthermore, noneof us knoweverything and the best of us recognisewe
know next to nothing. I’vegiven speeches in big halls, occasionally about
4. things I didn’t know much about; been interviewed on live TV and radio;
organised events with thousands attending; played guitar to a Gary Barlow
song in a talent show; butnothing has been as daunting as taking charge of a
class of 35 eleven year olds when I firstmoved to West London in 2001. I was
22. Straight out of the Welsh valleys and specifically fromthe community that
Vincent Hannah, the BBC journalist described as, “the mostsocially
conservativein Britain if not Europe”. I knew nothing about anything useful
and had to teach these kids about the world they were growing up in.
Now in that situation I couldn’t pretend nor could I hide. If I wanted to help
those kids I needed to learn as well. What I found was how fascinating and
rewarding that learning was and how it helped me grow.
In the same way as science, music and art (the 3 subjects my teachers had told
me I was useless at) became real teaching passions and now genuine hobbies,
finding out about different groups and communities helped challenge my
broader perspectives and outlooks and have made me much richer, more
secureand emotionally resolute.
So thereis no embarrassment in saying thisis scary and difficult. Thedanger
is not accepting thisand trying to avoid what we don’t know.
Interestingly Trafalgar’s already pretty good and thousand times better than
whereI started…if this job goes wrong I’mrefining a stand-up routine based in
large part around working for my first head in the 90’s – but that means we
can also fall foul to the greatest risk of all in this area – namely complacency.
And if someone’s coming in to Trafalgar, froma similar boat to me, then it’s
easy for them to feel more isolated than I did in an environmentwhere it was
obvious wewere all making it up as we went along.
The challenges in Trafalgar are also growing. For me the mostdisturbing
statistic in the Children Commissioner’s reportwas how much morelikely a
black boy was to be excluded in a school wherethey were in the minority than
if they went to a schoolwith a higher proportion of BAME pupils…i.e. it can’t
justbe them but how their environmentis reacting to and on them. And in
large part that must be because the leaders in these environments fail to
understand, interpret and supporttheir needs…they’reafraid of them rather
than embracing them.
5. BUT POSITIVELY
Get thisright and therewards are huge.
Governors recognisethatwe’re doing pretty well and it would be easy to think
we know all this already. But we see the danger in complacency and we see
the signs that there are still gaps to be closed and challenges to be tackled.
We think that by recognising the challenges that come with an increasingly
diversecommunity; embracing these and being proactive, building upon what
we do well we can use our strengths to not only minimise the risks and reduce
the fears that come with equality failures, but that this can a critical driver in
pushing on and attaining the standards and progress thatsee us recognised as
outstanding. Our setting ourselves high aspirations in this area can also help
shapeour broader communities attitudes.
ACTIVITY 1
So that’s why I’mhere. Time for you to start reflecting. In groups:
Talk about and list thingsthat you ALL thinkwe currently do well; then things
SOMEOF YOU thinkwe do well.
- In the conversation jot down any worries or concerns that any member
of the group says they haveor may have about dealing with issues linked
to or arising fromequality and diversity.
- To help I’mgiving all of you an updated version of the schools Equality
Monitoring and Review Matrix (moreon that later) to help you see the
headings that encompass equality and diversity.
ACTIVITY 2
If knowledgeis the gateway to understanding now I’d liketo organiseyou into
groups of at least 2 or 3 whereboth members of staff have taught largely the
same class or know the samechildren and families. You may want to all do this
later for your current class but for now team up and pick a class.
6. I want you to consider:
- How well do I know my class and their families / backgrounds.
- Can I identify any potential disability, equality, diversity issues?
- Are their gaps in my knowledgeabout that child? Eg. If a child is of
Romanian background whatdo I know about Romania? What elements
of the curriculummight this knowledge / lack of knowledgeimpact?
- Where and who can I find out morefrom if I need to?
MATRIX
You may haveseen our matrix.
This is and has been for a while a part of the currentpolicy but I’d be very
surprised if anyonehas used it.
This is now hopefully going to change. What you have is a revised draftand I’m
very much hoping for some very honestand genuine feedback over the next
week and Richard will be emailing you a feedback fromover the next day or so
on this session and the matrix.
For Governors ithas two possible uses:
1) on a regular daily basis as a planning aid memoir…a check if I’veconsidered
x, y and z in preparation; all communications; planning and exercising trips;
how things are managed around the school(e.g. collective activities like sports
days; Christmas concerts…e.g. do you know that all children know whata
Christian angel looks like and does this matter; can everyone afford to make a
costume/can we avoid a show stopping or utilise a grand design); and around
the community.
2) in a few key planning phases as a usefulexercise planning and reporting
document. Eg. In passing on or inheriting a new class what do you know, need
to know? Itcan promptyou into thinking about how you can ask and find out
sensitively and reasonably gaps in the knowledge. In passing on a class you can
have a clear set of information to pass on – recognising that the type of
information stored would have to be accurate and fair as if asked you could
have to shareit with a pupil or parent.
Another example is in planning the curriculum – not justin terms of the tricky
subjects like history but at other times … aretheir issues, questions,
7. differences I may need to research and be ready for. Are their opportunities to
utilise someone’s expertise and experience?
(10 minutes to discuss.)
REFLECTION
The offer 1:1 if any one has specific questions, thoughts, concerns, ideas…
otherwiselet the restof you get off. Thanks for listening and as ever for all of
the excellent work you’redoing in making Trafalgar a special environment for
our children.