Creating Success in the 21st Century with Dr. Steven Jones

Parent Reception

The Admission reception held on Monday January 7 was well attended by prospective families from the area.  In an effort to increase diversity, a current school family hosted this event, which was open to all.  Tim Bazemore spoke briefly about the changing demographics and its importance in preparing our students for the future. Current parents prepared and organized this reception  with the assistance of the Enrollment Office.  We are looking forward to other school families hosting these receptions in the future.

From Teaching Tolerance

It’s Still Good to Talk About Race

Submitted by Bronwyn Harris on March 20, 2012

• Blogs and Articles:
• Race and Ethnicity

Recently, I was in a public place with a friend when I saw a woman wearing a very creative, flamboyant outfit. Knowing that my friend would be interested, I discreetly whispered to her to look at the woman in the colorful outfit. She looked but didn’t see her. I offered different descriptors. “The woman with short hair,” I said. Then, “the woman in heels.” And finally, “the woman with the large earrings.” Finally she noticed. This would have been easily forgettable except that I realized a pattern in what I had avoided saying. Throughout my description, I had avoided pointing out the woman’s race.
I did the same thing at my racially diverse school. My students, however, had no hesitation using race-based descriptions. “That white teacher gave me a pencil,” they might say. “That Mexican kid hit me.” Or “that black girl is my friend.” It felt a little jarring at some times, but the children were mostly using the terms simply as descriptors, not as put-downs. It was often the easiest way to identify someone.
In contrast, the teachers would engage in verbal gymnastics, attempting to avoid any mention of race or color and appear colorblind. The adults tended to focus on less obvious characteristics when trying to identify a student. They might talk about hairstyles or height or other things that are difficult to see from across a playground, avoiding the topic of race at all costs.
The kids’ methods were not always foolproof. Once, a child’s announcement that “that Chinese kid” hit him was met with a vehement declaration from the offender that he isn’t Chinese, he’s Cambodian and never to call him Chinese again. There were also times when the descriptor had so much disrespect in the tone that you could tell the child was using “black” or “white” as a way to say something much worse. Almost any word can feel like a racial slur when said with enough disgust. However, much of the time, the kids were honestly just trying to use the simplest way to describe a classmate.
While I’m not suggesting that we start identifying people solely on race, I don’t think we have to fear it. Race is one of many facets that identify a person. We want to be aware. Not like comedian Stephen Colbert who says that he doesn’t see race, but people tell him he’s white and he believes them because police officers call him “sir.”
As a teacher, I have a lot to learn about the subject of race. Sometimes I’m afraid of how a conversation will sound, coming from a privileged white person. So I avoid it. At other times, I have wanted to skip immediately to the lesson for the day and ignore the students’ questions and ideas. But that is when I need to take a deep breath and be engaged.
When students ask me questions about race, however, and I take the time and respond honestly and directly, it creates an atmosphere of respect. Whether they are asking why I get sunburned so easily, why white people on TV seem to have a lot of money or if I had any black friends growing up. These conversations open a dialogue and can show student that race is not something to be afraid or ashamed of, and that I am a person much like them, even though I look different.
Harris is a teacher, tutor and volunteer in California.

Teachable Moment

Teachable moment

 

A “teachable moment” is a phrase often used when an uncomfortable or off-topic comment presents itself in class. I encountered my first “teachable moment” as a fourth grade apprentice, albeit, not my first year in the classroom, but my first year in an independent school setting. As I sat in the rocking chair reading to 12 fourth grade students, I noticed Brian out of the corner of my eye as he stood up and walked toward me. I was taken aback, since this is a time when students are quietly listening or doodling. There was an eerie quietness as he approached me with an inquisitive stare. Brian stopped in front of me and touched my hair. Not a word was spoken, students were silent, the head teacher was silent and I was perplexed.

 

 “Brian?” I said, “Is everything ok?”

“Yes, Mr. Mayo.  I never touched hair like you have before.”

Now, here was my chance to address or ignore this “teachable moment.” What should I do or say?  This was not covered in any of my graduate school courses. Should I talk about race, hair, or continue with the read aloud?

At that moment, I realize that my presence is more than just a teacher, but a mirror for students of color; someone they can look upon visually – sharing a similar appearance and perspective. I am also a window for majority students; a person they may have never encountered in a professional role or having the opportunity to know a person of color within their community. This was a “teachable moment” for me. I discussed with Brian the differences of hair. This was the beginning of my cultural awareness and raising students’ consciousness about differences and similarities. This was not easy because my conversations around these topics were usually with people that shared my views.

This teachable moment ignited my passion to understand and influence others about multiculturalism, diversity, inclusion and cultural competence. My goal is to bring this community together to discuss similarities, the uncomfortable, the obvious, and the differences.

New England Conference on Multicultural Education

We attended the 17^th annual New England Conference on Multicultural Education at Central Connecticut State University on October 18. The day consisted of three keynote speakers who facilitated informative and provocative discussions about cultural competence. We felt this fit nicely with the faculty opening meetings led by Dr. Steven Jones and subsequent divisional exercises. The first presenter, Dr. Jacqueline Jordan Irvine, echoed the importance of sharing one’s story and of really getting to know others. The second presenter, Dr. Christine Sleeter, illustrated ways in which cultural responsiveness can be woven into all areas of curriculum.  Finally, Lee Mun Wah, led an interactive session where we were given the opportunity to talk to total strangers and hear their stories as well.

Building a global community

 

Building a global community- below is a short clip from our Middle School classroom.  A skype session with kids from Ilolongulu Primary School in Mbola, Tanzania.