BSS Inclusive Classroom Practices

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

Agenda
 Experience of Difference
 Inclusive Classroom Practices
 Open Space Technology
 Gallery Walk and Reflections

Getting the Most Out of Today
Apply Growth Mindset
Ask Questions
Participate Fully
Use Technology to Help You Engage
Visit Website After

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

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).

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

Willingness to Self-Examine
William Taylor’s Reflective Competence Model

Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Break

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

Do You See Me?
- 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

Do You Hear Me?
- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Student Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

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

- 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?

You Win Some, You Lose Some

Ah Ha’s and D’OH!s
- 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?

Developmentally Appropriate
Inclusion Work

Timeline for Early Awareness of
Difference and Oppression
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

When They’re Little
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

Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes

The Middle Years
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

In the Later Years
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

Curricular Approaches
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism

Examples
 Class Mottoes
 Products of Puberty
 Barbie Math
 Science and Ethics
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Mathematical Patterns of Representation

Parents: Partners or Foes?

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

Stretching the Inclusive Boundaries

Lunch
please
return by
12:50pm

Open Space Technology

Open Space: Four Principles
 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.

Open Space: The Law of Two Feet
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.

Open Space: Central Question
How can BSS become more
inclusive in the classroom and
beyond?

Open Space Topics
 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)

OST Work Time Round One
Please return and
post chart paper(s)
BY 2:00pm

Open Space Gallery Walk

Closing Circle

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

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.

BSS Inclusive Classroom Practices

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