Pre-Assessment for Differentiation

Kindergarten Pre-Assessment for Differentiation

The classroom of twenty-two children has assembled to their tables after an introduction to the teacher. Ms. Russell goes over the rules for the entire class. 

Retrieved from Bing Images

Some students repeat the rules but there are two English Language Learners (ELL) who do not repeat the teacher. Ms. Russell suspects they may need help with English but has a classroom pre-assessment planned for the first day. The Pre-Assessment will help Ms. Russell group students into groups that the students will benefit the most from. Some students missed preschool and some can read and do simple addition and subtraction problems. 

Pre-Assessment for the whole class

Ms. Russell has ten years of experience working with Kindergarten and First Grade students.  She has a simple one-sheet Kindergarten assessment that she uses for grouping learning teams. Some students will be able to complete the form after some instruction but most of the students will complete the form as students participate in a craft activity. She will go around the room and her teacher's aid will help complete within one hour. 

The pre-assessment took one hour and fifteen minutes with two teachers. Ms. Russell will analyze the data she receives from the worksheets to form work groups or teams. 

She has a spreadsheet that she created for grouping the classroom into teams according to this pre-assessment.  The teams will change as students master skills or need to focus on skills. 

Five of the twenty-two students knew all or most of the answers on the worksheet. This is Group 1.

Twelve of the students knew most of the questions but need to need to develop higher order thinking skills. 

This is Group 2.

Five students were not able to answer many of the questions and two are English Language Learners (ELL) who will benefit from concentration on reading, language, and vocabulary. 

This is Group 3. 

All three groups will be present for the STEM science teacher and art. Group 3 will break away to the Reading table with either Ms. Russel or the student teacher. Phonics, group reading and some use of the students' family language. Both of the ELL students are from Spanish speaking families.  Ms. Russell knows some Spanish and is able to compare some Spanish and English words to introduce English vocabulary.  As part of a lesson plan, she will introduce some Spanish words, culture, and art to the classroom. 

Once the teams are formed she will develop lesson plans with differentiated instructions for the class. The lesson plans are designed to exceed the Kindergarten standards and incorporate various strategies for learning. 

Group 1 will take a second assessment using a flip book and contains more complex questions. The assessment involves using counters, small blocks or figures for the student to count. Some students may read and others have strong phonetic skills to begin reading. The assessment will contain some first-grade content, it should be harder than the most students can achieve to analyze the student's knowledge. This group will be challenged by the STEM teacher who will create individualized science and math work using the computer and science lab. 

Group 2 will take a second assessment to analyze each student's learning style. An eclectic combination of learning media and tools will be used within this large group. There are two tables if they need to break into sub-groups on occasion for differentiated instruction or to vary the learning method for part of the group. High expectations will be set here with goals set for the highest learning experience as well as high test scores. This group will be challenged to create, imagine, invent, solve riddles to strengthen their problem-solving skills. They will have extra science and math time during group 1 Computer Reseach and Group 3 ELL and Reading. 

Group 3 will take a reading, math and language assessment. Intense reading and vocabulary time will be available to scaffold the knowledge the students already have. Differentiated instructions and tests will be used with this group. The theme with this group will be to keep it fun and positive. All students in this group will work on science and math together with lesson plans from the STEM teacher. Ms. Russell will try to keep this group one step ahead and expect high performance. 

Dialy assignments will be due from each student and all will be learning the same lesson. Since this is the beginning of the school year Ms. Russell will be very busy with checklists, daily assessments, writing and presenting the differentiated instructions.  There are several times during the day when the whole class transitions together for recess, lunch, classroom reading, physical activity, and art.

This is a Mind Map that explains as well as some videos with references within the chart.

How to teach Kids | from a Prague kindergarten, part 1 | English for Children

Some of the strategies in the videos I would use for each of the three groups. The gentleman in the video for group three ELL group was especially enthusiastic about a very large class. I would not wind the students up as he did for an entire class but the idea of keeping it enjoyable resonates with me (WATSENGLISH, 2013)

The Kindergarten Screening video was especially helpful for me. This type of screening is inexpensive, highly effective and pin-points exactly what the student knows (Sheahan, 2014)

I especially enjoyed the video I placed on the Group 2 Mind Map. 

What happens when Classrooms meet Higher Order Thinking

This was a TedX talk about higher-order thinking for all students, not just gifted ones. This was presented by Dylan Hyman (TedX Talks, 2015) 

References:

Hyman, Dylan (2015) What happens when Classrooms meet Higher Order Thinking | Dylan Hyman | TEDxAmsterdamED, 

Retrieved on August 8, 2018, from https://youtu.be/Ib2VOOtH6Qg

How to teach Kids | from a Prague kindergarten, part 1 | English for Children Retrieved on August 8, 2018, from https://youtu.be/NIk1-ck4c6Q 

WATTSENGLISH (2013) Kindergarten Screening, 

Retrieved on August 8, 2018, from https://youtu.be/Ib2VOOtH6Qg

Formative Assessments Database Modifications

Data-based Modifications of Formative Assessments

Some ways that I will collect the data from my formative assessments in the fourth grade will be through Kahoots.  In Activity 1 I created a quiz to determine how much the students learned or remembered about the weekly lesson on Metamorphosis of butterflies and frogs.  

Metamorphosis Life Cycle Quiz

The Kahoots assessments can be edited to modify the content and results are available within the site. This assessment was used to see if the entire class can progress to the next lesson which involves some memorization. I can choose to edit the same assessment or choose from assessments that are already created within the Kahoot database. I will use this resource because students enjoy the game like quizzes and the data is easy to collect. 





Teacher and Student Databases for Research

Educational database and journal articles are the most reliable sources of accurate information. Teachthought.com lists one hundred reliable educational research sites to use for reliable and accurate information.

100 Search Engines For Academic Research

Exit Ticket will change frequently and will be used for real-time assessment of knowledge retention on current assignments.  Exit ticket might be simple questions the students will answer with a piece of scrap paper.  There may be days when I switch up the exit ticket by asking a simple question and rewarding each with an origami design or small reward. 

Graphic by Sandra Hathaway

The hierarchy chart that was used for memorizing the animal taxonomy but can be used for any content students need to memorize. The boxes are saved in Google Draw and can be copied for more content or removed for less. 








Most of the assessments I create myself will be saved as templates because I appreciate not being redundant or wasting time. 

I can keep a Google spreadsheet it would allow me to share the information with students using a graphic chart that shows their scores without I disclosing peer scores. Discovering tools that are already created are best for me because this saves teachers and schools time.  Creativity is wonderful but unless I have very specific data that cannot be organized in a usual way I will use tools and programs that help teachers organize their data. The school may have a system for data storage as well. I will be flexible and explore what tools are going to be available within the school system.

Students can be involved in charting their own progress levels, this may provide some motivation to complete tasks. Simple Graph line on paper or within google spreadsheet is one-way students can measure their individual progress. Younger students may enjoy doing this on a piece of graph or scored construction paper with the achievement levels marked for rows with dated columns. This way they are learning how to enter data and have something they can visualize and hold. 

This is my first experience as a classroom teacher so I will ask the mentors I work with about the best tools, what online resources the school offers and have my own Teach-Now resources available online whenever I need them. 

Today was the first day of public school in Chandler, Arizona.  I have a school that I will be student teaching soon and will be absorbing as much information as I am able to while I have this opportunity. I am proud to be teaching at a time in history when we have so many resources and tools available. I am also thankful that discipline strategies have changed to positive behavior reinforcement. 


References

Kahoot.com (ND) Retrieved on July 23, 2018, from: 

 https://create.kahoot.it/details/metamorphosis-life-cycles-quiz/853b71fd-41e3-4f36-8cfa-755666c02c06

TeachThought (ND) Retrieved on July 23, 2018, from: 

https://www.teachthought.com/learning/100-search-engines-for-academic-research/

Applying Classroom Rules and Procedures

An effective teacher has clear rules and procedures, has taught them to the students and students begin working on an assignment immediately. Managing a full classroom of multiple behaviors and personalities can be challenging but teachers who teach rules and procedures are the most successful (Wong and Wong, 2005). 

Teachers should be consistent with their consequences. Consequences can be positive or negative. There is clear evidence that the teacher who models a calm and positive demeanor will positively affect his or her students’ behavior. Behavior in the classroom can be dealt with in a harsh way or managed using positive behavior modeled by the teacher. Research has proven that positive verbal feedback or even a simple nod from a teacher can make a positive impact on the classroom behavior (Good and Brophy, 2003).

Modeling the behaviors of a positive individual will be especially important for teaching students how to be in control of emotions in a group setting. The students come from different cultures and family scenarios that affect how each of them expresses emotions to other people. Some families have an affectionate and loud approach in groups and some are quiet. Teachers can introduce the concept of using a quiet voice when appropriate and also speak up and be heard when appropriate (Marzano, 2007).

When I begin managing my own classroom I will be sure to teach the rules and procedures, as well as review them whenever they need to be relearned. At the beginning of the year, the whole class will relearn the rules when one or more students display behaviors that are not in alignment with the classroom rules and this will encourage the whole class to help monitor peer behavior.

There will be times when a student makes the decision to break the rules and cause a disturbance in the class. Consequences for breaking the rules will be decided on by the class and the students will already know what they will have to do to make the action right.

Consequences will vary depending on the severity of the disruption. A gentle reminder as a warning and a look of concern may resolve a problem. If a student defaces or breaks property which belongs to the school or another student he or she will need to right the wrong. Parents will be notified and overcorrection may be used as a discipline. Young students should understand if they have caused anyone sadness or broken something. My tone would remain caring and concerned. Parents would be contacted.

Teachers should not feel bad that they are following through with consequences that were understood by the entire class. The intervention while the student is young is vital so that he or she does not miss the steps and have to experience the consequences as an older child or adult with more severe punishment. A caring heart and concern for the student should guide the teacher to correct the student's behavior.

The flowchart below explains the process which I will use in my classroom for resolving unacceptable behaviors:

The process that I will use in my classroom follows the flow of this flowchart.  I will make an effort to notice positive and negative behaviors when they occur. I will recognize students who are obeying the rules and procedures verbally or with a positive facial expression or signal. Positive emails to parents will go out weekly unless something very exceptional happens. Very positive behavior would grant a phone call or email the day of the occurrence.

If the student resumes positive behavior after a gentle reminder I will be sure to recognize the acceptable behavior while the student is displaying it. If the behavior does not get resolved with a gentle reminder the entire class will take a pause and review the rules together.  If the student continues to break the rules he or she will receive a verbal warning, and parents or guardian will be contacted by email or phone call. If this resolves the problem the student will receive verbal recognition of the resolved behavior. If the problem persists after an email or calls to the parents the principal or counselor and parents will be brought in to help resolve as a group.

As an example, a student knows the classroom rules about not taking other people's property. Sue has taken Tori's pencil and broken it in half as a joke but Tori is not happy. In this case, I would probably bring both students aside to talk about what occurred. When Tori explains that Sue thought breaking her pencil was funny I would first try to come to an agreement about replacing the broken property. We would all take five minutes to review the rules about not taking or destroying the property of others. An email would go to Sue's parent or guardian about replacing a pencil for Sue and apologize. When Sue resolved the problem she would receive positive reinforcement from me.

When I was in the second grade there was a boy named Ronny who had serious behavior problems. Many times I heard the teacher say bias and mean statements about Ronny. The principal would bring him to the office and paddle him. Ronny eventually went to prison and even with wonderful parents who tried. I refuse to think bias or say negative statements about any student because of disruptive behavior. Every child deserves an even hand at life and to receive the help he or she needs when a problem arises.

Conclusions:

I will study my own rules, processes, and flowchart to assess my own behavior for positive and negative consequences. I will maintain a behavioral checklist for the class and be sure to follow through with circumstances for behaviors. These behaviors are not only for the classroom but they form the foundation of citizens who will cooperate and work with each other in communities, families and at work. 

References:

Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.). Boston: Allyn &

Bacon

Marzano, Robert J. (2007, The art and science of teaching: a comprehensive framework for effective

instruction / Robert J. Marzano.

p. cm. Includes bibliographical references, ISBN 978-1-4166-0571-3

Wong, Harry K,  and Wong, Rosemary T. (2005) How To Be An Effective Teacher,

The First Days of School,  Harry K. Wong Publications, Inc. ISBN: 0-9629360-6-5

Creating High Performance Learning Environments

Creating High-Performance Learning Environments

Three very different classrooms and instruction styles but all demonstrate high expectations for student's academic and behavioral progress. A Chinese teacher is teaching math to third-grade students, a science teacher plans a very complex project of science, engineering, and physics and a teacher teaches her students with (WBT) Whole Brain Teaching techniques. 

Photo Google Image

Roller Coaster Physics Video and lesson plan.

In the Roller Coaster Physics lesson plan, the teacher sets high expectations for the students' vocabulary, science, and math. The engineering field offers good salaries and there are plenty of job openings. Building interest in the field of engineering is important for our future as a society. The teacher does not modify the vocabulary or simplify the steps. They are taught that part of the learning process is making mistakes. They continue to try until the mistakes are all corrected. She is helping them advance their knowledge by demanding that they use correct vocabulary.

The roller coaster physics lesson plan was the most extensive and detailed plan I have ever viewed.  The students are doing work that engineers would be doing. I was impressed. I see another person prepared the lesson plan but the details that need to be taught are extensive.  She was very organized and because she set high standards the students returned high-quality work. I enjoyed the team labs in biology in high school but was not able to do this in elementary. This is where interest needs to begin in all subjects.

One strategy that I think all three teachers could use in the classroom is Dig Deeper. Dig Deeper refers to critical thinking or thinking harder. In an article in Edutopia on Student Engagement, the author explains that in order for a student to use critical thinking to Dig Deeper they need to think analytically. When we analyze the information we break it down. We see how it works. The second step to Dig Deeper strategy is to be critical of or criticize. To criticize one needs to judge the faults and merits. Analyzing and Criticizing are two different skill sets but both are needed to think critically (Johnson, 2013).

Academic Expectation-The held the students to very high expectations and they all responded with motivation, creativity and an eagerness to learn. This is not the traditional classroom, but then students are learning math, science, and physics at accelerated speeds.

Behavior Expectations - In the traditional classroom, you may not see teams of for or five students performing as many measurements, calculations, vocabulary demands and choosing to do this after school and during recess. The students are behaving exactly as expected for the STEM class. If a teacher from the 1960’s were to be transported to the Roller Coaster Physics classroom, as in Star Trek episodes, he or she would see students not sitting at assigned seats, talking during class, wandering around the room and may think the class was unruly.

Norms and Procedures - The norms here are to work together as a team, assign each team member a job to do and to keep trying until they succeed. Mistakes are part of the process and they are analyzed then resolved by trying only one change. If the change does not resolve the problem then the team knows that they need to find a different solution. Students are up and down from the floor, seats and team meetings. If they are not moving around they may not be doing what is expected.  

Chinese Math video- Math fundamentals are important and teaching at young ages ensures the students will have this memorized for life.  I don’t especially like reciting route memorization but it works. Studying more subjects than just math makes for a well rounded or social individual. The strategies are practical because there are so many students, every parent wants their one child to get a good job. This seems to take away time that could also be devoted to the arts, dancing, painting, music, and writing. One very good thing about learning at such a young age is that the long-term memories are easier to draw upon as we get older.

I’m glad our students can have the experience of having brothers and sisters and the classrooms are not quite as crowded.  Working conditions do not seem to be as good and where teachers in the United States buy many items for their class, I don’t think Chinese teachers have that option or the resources. There were some subtle things that I missed until I read the information about Chinese math the video made more sense. The teacher had very good control of such a large classroom.

Academic Expectations - The class was difficult to analyze on my first watch through, the Explainer article helped me to understand what was happening in the classroom. The teacher devotes large blocks of time to math instruction. Ancient math recitations or songs are said as a classroom.  Materials are minimal by design. Chinese students reach high academic achievement levels. The entire class worked together to solve the one subtraction problem. She asks until the right answers are found.

Behavior Expectations -The students appear obedient in a traditional sense. They all appear to enjoy the lessons. It appears that the reward is shared by the entire class by reciting something fun. The Chinese classroom has high expectation for behavior and receives strong parental support. The teacher uses some memorized content as a transition to another part of the lesson.

Norms and Procedures -Students take many standardized tests, wear uniforms and are expected to participate. Parents are involved in teaching at home since the country’s rule on one child only.  The students appear obedient in a traditional sense.

The Whole Brain Teaching  The first time I watched the video watching a classroom  I can see that when children use as many of their senses as possible they would tend to remember more.  Her they are using body language as well as speaking and reading out loud. I would have to gradually ease into some of her strategies because I tend to learn in quiet meditation. I really think she has learned some useful strategies for teaching that engage her students.

I have taught many children and adults to play guitar in the past fifteen years. I always say that our brain is in our hands, feet and whole body.  The brain may understand how to do something but the nerve endings in your feet and fingers also learn. Sometimes they take a little longer and this type of learning appears to be more of a skill. Having children involves all parts of their kinesthetic, voice, and vision reinforce what she is trying to teach. When the students clap and react to verbal and visual commands their blood gets pumping, they are using adrenalin when they challenge speed reading partners. I would have to take a workshop to learn these teaching strategies.

Since she began teaching this way in the middle of a school year she waited the next year to modify the rules. The website for certification is Web Brain Teaching website. The lesson is self-paced and there are four different levels:, Bronze, Silver, Gold and Platinum Certification levels.

Academic Expectations - The Whole Brain Teaching video were set high, the loud volume of the classroom and repeating the teacher is far from the traditional classroom that I attended.

Behavior Expectations - The students are meeting the teachers high expectations and learning quickly. The loud volume is the norm and students who are not verbal when expected would not be meeting this expectation.

Norms and Procedures -I read further on the Youtube site and she said that since she began teaching WBT she wanted to change her rules. She said, in the notes, that she had a different set of rules the first year because they began teaching this way in the middle of the school year. The next year the rules were changed to the list below.

Here is her list:

1. Follow directions quickly.

2. Raise your hand for permission to leave your seat.

3. Raise your hand for permission to speak.

4. Make smart choices

5. Keep your teacher happy.

Conclusion:

I think that each teacher does set high-expectations for all the students in all three videos. In video one with the Roller Coaster Design teams, the teacher expects high levels of vocabulary to be used. She is enforcing adherence to low budgets, good accounting practices, and efficiency with materials.

I grew up in the 70's and 80's, traditional classrooms were boring and many teachers did not hold student expectations very high. If a student did not raise his or her had frequently the teacher would ignore that student when a hand was raised. Bias was very common and obvious. Terms like Teacher's Pet were still used and in elementary, school some students went to the Principal's office for a paddle. There were many times I would walk off campus without any reprimand. I want to set high expectations for my students and develop strategies that work well for me. I will search for examples such as these three excellent teachers in the three videos. There are new and old ways to teach more efficiently. It starts with expectations from the teacher. Humans are capable of learning so much information, I will focus on quality teaching with high expectations that teach students to use critical thinking. I want to be a positive example. 

The big takeaway from watching all three videos is all three teachers set high expectations for their students but with completely different strategies. All three teachers are highly effective because they each have high expectations for all of their students. There is another lesson here and that is other teachers teach differently than you do, that is okay as long as; teachers set high expectations for their students.

References:

Chen, Crystal (2011), 3rd Grade Chinese Math Class

https://www.youtube.com/watch?v=h7LseF6Db5g

Glogster EDU (2015) Roller Coaster Lab,

     Lesson plan retrieved on June 20, 2018 from:

http://pilotrobertmace.edu.glogster.com/roller-coaster-lab/

Johnson, Ben (2013), Teaching Students to Dig Deeper, Student Engagement    

     Edutopia, Retrieved on June 23, 2018, from:

     https://www.edutopia.org/blog/teaching-students-dig-deeper-ben-johnson

Shane, Roxi, (2011), Whole Brain Teaching Richwood High - The Basics,

     Lesson plan retrieved on June 20, 2018, from:

https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be

Teaching Channel (N.D.) Roller Coaster Physics STEM in Action

     Retrieved from Teaching Channel on June 20, 2018, from:

https://www.teachingchannel.org/videos/teaching-stem-strategies

Wei, Kan (2018), Explainer: what makes Chinese maths lessons so good?  

  

     Lesson plan retrieved on June 20, 2018, from:

http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380

Whole Brain Teaching (ND), Whole Brain Teaching Website

     Retrieved on June 20, 2018, from:

http://wholebrainteaching.com/certification/   

Establishing a Positive Classroom Climate

A Climate of Caring In The Classroom

The classroom climate can determine if students are in a comfortable learning environment or miss several days because of fear of safety or depression caused by bullying. Teachers set the tone and example for respect for cultural differences, equity, fairness, and dignity (Kosciw, Greytak, Palmer, and Boesen, (2014). 

Students need to have a refuge from prejudice and unfairness in the classroom. Our leaders do not promote this, but students need to come to school to a teacher who encourages empathy, caring, alliances, and celebrates diversity and sameness. Learning is hard when prejudice is in the room.


Social Justice Standards not only teach students and teachers to recognize stereotypes and injustices but encourage teachers to be mindful at every step of preparation. Students recognize unfairness, bias speech and discrimination.

When I went to school in the 70's and 80's we learned out of traditional textbooks which I now know were bias. Some teachers treated poor students worse than those from middle-class families. When I went to school I lived in a primarily white Midwestern town with adults who were prejudiced of anyone who looked or spoke differently from them. Much of the information that we learned in textbooks was biased and politicized (Strauss, 2014). I had to relearn history in college and through the Internet. 

I have always been a strong advocate for fairness and empathy. Caring alone is not enough.  Education about bias, prejudices and unfairness and practicing alliance is important. I will be mindful and open so that my students are comfortable talking about these strategies teachers have strong support for learning to create a classroom climate that is respectful and fairness. Some strategies that are suggested by Cox (ND).

Strategies for Anti-Bullying:

• Tell children that it is okay to say "NO!"

• A teacher's positive body language towards students creates an awareness of a positive climate in the class and the school.

• Encourage observers to step in when they see classmates being bullied.

• Hear all complaints from your students, even when they seem trivial.

• Pay attention to victimization indicators.

• Plan activities to include all children.

• Talk to the classroom about bullying and teach them alternative behaviors.

• Teachers might include an art or music activity that creates an anti-bullying project.

• Tell the person who is bullying that their behavior is unacceptable.

• Stay together in groups.

• Tell children to report any incidents that are harmful or dangerous to an adult right away. 

• Walk away.

• Students can create an anti-bullying video and broadcast to the school.

• Schools can have assemblies, invite motivational speakers for bullying prevention.

• Schools and Teachers need to stand in front of the classroom and community against bullying  (Cox, ND).

A teacher sets the tone for the classroom.  His or her body language, inclusive spoken words, excluding gender bias words, showing support of LGBTQ support clubs and encourage all students to use inclusive language will make the classroom a place that all students feel welcome (Kosciw, Greytak, Palmer, and Boesen, (2014).
The diagram below displays the essence of bias of the traditional classrooms and the open diversity of a 21st Century classroom today. 
Teachers can learn about students' various cultures, religions, foods, and lifestyles to be more inclusive within a classroom. Even art and music can suggest inclusiveness when a teacher decorates with mindfulness and awareness. 

The diagram made by Sandra Hathaway shows a traditional classroom with bias, and classroom on right is a modern classroom that discusses global issues, teaches accurate history and is open to discussion diversity, sameness, prejudices, and alliances.

Teachers can respect and honor students through thoughtful preparation in the classroom setup. Art, music, and pictures in the classroom can reflect the teacher's respect for various cultures, traditions, religions, and lifestyles. Empathy, caring, being an ally can be taught every day in the classroom and by the school.

A classroom of diverse students means there may be several different cultural, religious, and racial backgrounds. Besides this, each child has various (MI) Multiple Intelligences, as taught by Howard Gardner. Each student has his or her own style of learning. Differentiated instructions make bridging these differences easier. 
Textbooks of the past taught only from Judeo-Christian and Caucassion perspectives and dismissed minorities and different religions. Educated and, caring teacher know that a classroom is made up of students from multiple cultures, religions, traditions, and beliefs(Strauss, 2014) 
Teachers may continue to develop skills of cultural competency through continuous learning about their student's cultures, traditions, and practices. Tolerence.org is an organization that has a mailing list teachers can join. 
Students and Teachers can help build and strengthen alliances for all students. LBGTQ alliance supports students who identify with one or more of these groups can strengthen each other. My granddaughter was a member of the LBGTQ alliance in California during high school and volunteered for counseling for suicide prevention.
Those teachers who see diversity as a strength within the learning environment, rather than a problem, will bring cultural awareness to the classroom(Teaching Tolerance, 2016 p19). 
A teacher who is discussing social injustices might discuss Andrew Jackson's harmful influences against American tribes. Classrooms can discuss the facts and social injustices that have occurred throughout history. The twenty dollar bill will be featuring Harriet Tubman and Jackson's portrait will be on the back side of the Twenty dollar bill.  

Prejudices and unfairness are everywhere today, and we cannot guarantee or children physical safety within the classroom. One solid support we can give our students is letting them know the classroom is a safe place to talk about prejudices and unfairness. We can build a climate that is positive and diverse within the classroom while celebrating our differences and our similarities.

LGBTQ students and racial minorities have faced extremely difficult social issues as well as classroom climate problems.  Safety is important and some schools have peer-mentoring programs. According to the 2013 National School Climate Survey Full Report,   55.5% of LGBT students felt unsafe at school because of their sexual orientation, and 37.8% because of their gender expression (Kosciw, Greytak, Palmer, and Boesen, (2014). 

A 21st Century classroom is much different from the traditional classroom of the 1960's, 1970'and 1980's. The Internet and personal computers have created awareness among our global neighbors.



References:

http://www.teachhub.com/anti-bullying-strategies-grade

Kosciw, Joseph G, Greytak, Greytak Emily A., Ph.D., Palmer, Neal A., Ph.D., Boesen, Madelyn J., M.A.(2014) The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation’s Schools,

GLSEN © 2014 Gay, Lesbian & Straight Education Network, New Youk, NY

ISBN 978-1-934092-13-2

https://www.glsen.org/sites/default/files/2013%20National%20School%20Climate%20Survey%20Full%20Report_0.pdf  

Singelton, Michah (2016) Harriet Tubman will replace Andrew Jackson on the front of the $20 bill

https://www.theverge.com/2016/4/20/11469320/harriet-tubman-will-replace-andrew-jackson-on-the-20-bill

Strauss, Valerie (2014), Proposed Texas textbooks are inaccurate, biased and politicized, new report finds, The Washington Post

Sandra Hathaway

Activity 3: Establishing a Positive Classroom Climate -Teach-Now