Yesterday I walked into the Kellogg Newcomer classroom. Immediately I took in the lovely and soft hum of multiple languages simultaneously creating their own symphony. I heard Arabic, Somali, Spanish, and Chinese, each with a beautiful flavor of culture and diversity. As I smiled to myself I thought "I wish more teachers and students could enjoy this harmony". The Newcomer teachers flowed beautifully and efficiently between teaching academics and supporting students' cultural and linguistic needs.  

We have been on a journey this year as a district diving into the pool of culturally and linguistically responsive teaching and learning. We have had time to explore and implement strategies that help us to level the playing field and provide equal access for students. 

In the world of EL, culturally and linguistically responsive teaching and learning are at the heart of what we do. We see the assets our English learners bring with them and strive to help them to grow academically and socially in a sometimes new and confusing world of American education.

How then can we tie together the work we are doing in our classrooms and put a slight twist on it to assist our English learners? Here are 10 simple, and yet powerful things we can all do in our classrooms to enhance our culturally responsive teaching and learning for our ELs. The infographic below is from Tan Huynh.

1. Pronounce ELs' names correctly. I purposefully chose to put this as number 1 because I feel that this is the most simple thing any teacher can do, and yet can have significant negative effects if mispronounced. For many students, hearing their name mispronounced can make them feel alienated and as if their culture is not valued. There is a very funny, and yet poignant, clip from the Ellen DeGeneres show that makes this point quite clearly. 

2. Refrain from substituting ELs first name with an English nickname. Does anyone want to be called a name that is not what they have chosen to be called? Simply ask what they would like to be called and then practice saying it repeatedly until it is as easy as saying "Jon Snow" (for all of you Game of Thrones fans).

3. Invite ELs to use their home language. Not only does it bring a beautiful new harmony to your classroom but students feel that their language and culture is valued. It is an opportunity for ELs who speak the same language to have time to connect with one another. 

4. Read books with characters who share ELs' experiences. Here is a great book list that provides books at different age levels. Also, check with your Media Specialist. He or she is a great resource for finding culturally responsive books.

5. Encourage ELs to share the connections between their lives and the topic. ELs bring with them a plethora of experiences. Create a community where students feel comfortable sharing their experiences through the content you are teaching.

6. Expect ELs to engage in the same learning experience and learn the same content as non-ELs. ELs can do the work. Our job is to provide them the scaffolds and supports to get them there. 

7. Have ELs work with non-ELs. We do not learn in isolation. Providing opportunities for ELs to work with non-ELs allows students to not only learn from each other academically but also culturally. ELs also have much more opportunities to develop academic language when they are with their native English speaking peers.

8. Explicitly teach students how to respectfully collaborate. Strategies such as Campfire Discussions and Gallery Walks provide students opportunities to collaborate and learn from each other.

9. Use ELs' experiences to activate prior knowledge. When building background knowledge or activating prior knowledge, provide many examples from different cultures. Do not assume that all students have the same experiences, but instead provide experiences and examples that many students can connect to.

10. Permit ELs to process content in their home languages in addition to using English resources. Providing students the opportunity to clarify concepts in their first language provides comfortability in learning and also transfers this knowledge into learning English. 

Let's keep diving into the pool and creating harmony for our English Learners through culturally and linguistically responsive teaching and learning.

This post brought to you by Katie Miller, K-12 EL Implementation Associate

When we share stories with one another we become bound together in powerful ways. Stories provide hope: they have the potential to shine a light into the darkness and challenge us to change our thinking. Stories matter. Stories are powerful. Each month, the Department of Curriculum and Instruction partners with the RPS equity specialists and American Indian Liaison to share the stories of those in our own backyard who are often silenced.
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​All of us have those days where we wished we could press rewind and start over. But there is no rewind button. We just have to keep on keeping on and hope that whatever has crept into our day to sour it dissipates as soon as possible. I would like to share a recent experience I had with my dog, Walda. (Did you really think I would write a blog post without mentioning her?)
 
While this girl is no longer considered a puppy (she turned 3 on April 2nd), she does possess an endearing puppy-like quality. Man, this girl has done so much for me. She’s licked my face, rested her head in my lap, brought me her tug toy to play with, you know, all the typical doggie-companion stuff. But just a few days ago, I realized what she has done for me in the vein of personal/spiritual growth.

I’m an introvert so I don’t speak openly much about what is bothering me. If at any point you and I have had a discussion where I’ve shared a piece of myself with you, I love you and I’ve watched how you react to myself and others. Well, this girl here is super friendly to everyone she meets (I’m pretty sure she’s an extrovert), so I’ve shared many things with her. She’s always super happy when I come home and it doesn’t matter how long I’ve been gone--5 minutes or 5 days--when I walk through that door, it’s always a reunion for the ages.
 
Now, back to what she taught me a few days ago. I came home and, just like clockwork, she got all sorts of excited: zoomies, pet my belly, here’s my tennis ball, tippy-tappy with her big-girl paws, circle-circle-circle.

Working for educational equity is not a job for the faint of heart. It demands a sense of urgency, perseverance, empathy, humor, and,most importantly, an endless supply of humility. We can never know ALL there is to know about ALL the delicate cultural nuances that make the people around us who they are. But, we can strive to approach one another with a genuine sense of curiosity that is rooted in love and be willing to admit when we’ve made mistakes.
 
It is with this in mind that I write today. Recently, I was schooled on the term “codeswitching” and I want to share my new understanding as it relates to what Dr. Sharroky Hollie calls, VABBing.

First of all, for any of you readers who may not be familiar with the term VABBing, it is: “the validation and affirmation of indigenous (home) culture and language for the purpose of building and bridging the student to success in the culture of academia and in mainstream society” (Hollie 13).
 
When I first learned about VABBing, I could easily get my head around the validation and affirmation part, but I struggled with the notion of building and bridging. The idea that I should try to teach students to fit into the mainstream went against so much that I believed in. However, the more I read and the more I practiced VABBing, the more I realized building and bridging isn’t at all about forcing students to assimilate. It’s about giving our students the tools they need to be culturally dexterous. It’s about honoring and loving our students for who they are, first and foremost, while giving them the tools they need to navigate a complex, and often inequitable, human system. It’s about opening up the playing field so they can draw on their strengths while practicing the skills necessary for success beyond the classroom walls. I thought that this was what it meant to “codeswitch.”
 
It was with this understanding that I went forth into the world fielding questions about situational appropriateness and codeswitching, mistakenly assuming they meant the same thing. I had read Dr. Hollie’s book, studied the binder, wrestled with my own ideas about building and bridging, but never did I realize that I was misusing the term codeswitching. Today, I wanted to share a document that Dr. Hollie recently shared with me that clarifies the difference between VABBing and codeswitching: 

​​Before reading this, the negative connotations behind the term “codeswitching” had never really registered with me; I had simply been using it as a synonym for cultural dexterity. But, because I strive to examine the moments when my implicit bias or a deficit mindset creeps in, I have been working to change my language.

​Once again, I reiterate that this work is not easy. It takes time and openness to make change. It is my hope that all of us can feel supported as reflective practitioners as we walk along this road together. ​

We, as educators, don’t always get to hear how our students are growing outside of the classroom. Yet, it is important to find out some other ways our students may be experiencing growth and seeking to fulfill their potential besides academically.

I believe every student is growing in some area of life and below are ten ways to categorize individual growth. People are often seeking how to prioritize their lives and this is also a strategic plan to keep things in the proper perspective. ​

​I recently had the opportunity to travel to UCLA to hear Dr. Brene’ Brown speak. She spoke of vulnerability, shame and hurt, but she also spoke about living fully, loving more, being courageous and daring greatly, which by the way is also the name of one of her bestselling books. ​

​As I was listening to her speak, one of the things that was on my mind was the immense pressure and joy that come from working in education. When I returned to Minnesota I spent some time looking into what she has to say about being an educator. I found a speech online that she delivered at the South by Southwest (SXSW) festival in 2017. In this speech she talks about the power that we, as educators, have to effect the outcomes for our students as well as the power that we have to effect outcomes for ourselves.

A few questions you may want to consider as you are watching:

• How does this challenge my thinking?
• What has been reaffirmed for me?
• What will I do moving forward?

 
I am cutting my writing of this blog short in order to allow time to watch the video. Think of it as a treat to yourself. It just may be exactly what you need.

This post brought to you by Ann Miller, K-8 Math Specialist

Sitting on my roof the other day taking a break from trying to remove the four-foot snow drift that had accumulated there, I just had to wonder, will this winter ever end? I know many people share this sentiment as social media has exploded with pictures, memes, stories, and posts about personal experiences with what I now refer to as Snowmageddon 2019. Attached is my favorite viral YouTube video from people documenting the attempt by apartment dwellers in Rochester, Minnesota to get out of the complex parking garage and lot.

Watching it for the first time, I didn’t know if I should laugh or cry. The struggle is real. But I also know, as a lifelong Minnesotan, “this too shall pass” and “what doesn’t kill you makes you stronger”. It doesn’t feel like it now, but we know summer will eventually arrive and we will sit by the lake and swap winter survival stories and laugh. We can do this because living in Minnesota, we have to be resilient to survive. This is an important trait for our children to develop as well. So important in fact that it is one of the six traits listed on the Rochester Public Schools Graduate Profile. 

Resiliency can be defined as a set of attributes that provides people with the strength and fortitude to confront the overwhelming obstacles they are bound to face in life. (ASDC-Richard Sagor)

Essentially the question becomes; what is it that students need to be able to build this trait? Author Richard Sagor uses the acronym CBUPO (the feelings of Competence, Belonging, Usefulness, Potency, and Optimism. To really help students to construct these feelings, we need to look beyond occasional feel-good assemblies and smiley faced stickers on a well-done paper. As educators, we need to provide well planned educational experiences throughout our daily routines and content areas that enable all students to experience these feelings. Let’s take a closer look at each of these feelings.

• Competency is the ability to effectively accomplish goals. As educators, we can help students develop this trait by clearly identifying expectations and having students take ownership in learning by monitoring their own progress toward those goals. When students are invested in and feel in control of their own educational experience, we can expect greater levels of motivation, engagement, and success.
• Belonging occurs when students feel safe, welcome and wanted. Students gain a sense of belonging when educators make an effort to build relationships and engage in instruction that is learning style appropriate. Much of the Dr. Hollie work we in the Rochester Public Schools are engaging in to develop culturally responsive classrooms is in direct correlation with helping all students to feel they belong. All students need to feel that they are a valued member of the community.
• Usefulness is the feeling that occurs when one has had the opportunity to make a real contribution to the well-being of others, whether it be at home or school, or within the local or global community. We really help ourselves most when we are helping others as it can give one a sense of pride and fulfillment. Participating in service learning projects is one way to instill a sense of usefulness.
• Potency is really a sense of empowerment.  Click on the button below to see 50 different ideas for empowering your students.

• Optimism is a hopefulness and confidence about the future. My favorite optimistic quote is from the movie The Best Exotic Marigold Hotel; “It will all be alright in the end. And if it is not alright, it is not the end.” 

​For more insight on how to cultivate resilience, you will want to watch the following TEDx Courtland talk given by  Greg Eells, Executive Director of Counseling and Psychology Services at the University of Pennsylvania. 

Final parting thoughts: Resilience is something that can be taught. When contemplating whether an event is good or bad, remember to take on the attitude of the Chinese farmer in Greg Eells’ story, “We’ll see, who knows what tomorrow will bring.” And finally advice from a Minnesotan, it is easier getting on the roof than off the roof. Stay warm my friends!

This post brought to you by Julie Ace, Elementary Implementation Associate

Dr. Martin Brokenleg is an enrolled member of the Rosebud Sioux Tribe, who holds a graduate degree in psychology and is also a graduate of Anglican Divinity School. He is known for the Circle of Courage model which is a model of positive youth development. The Circle of Courage utilizes Indigenous ways of life and child rearing based on four universal growth needs of all children: belonging, mastery, independence, and generosity. All of these areas are dependent upon each other.
 
"In this materialistic, fast-paced culture, many children have broken circles, and the fault line usually starts with damaged relationships. Having no bonds to significant adults, they chase counterfeit belongings through gangs, cults, and promiscuous relationships. Some are so alienated that they have abandoned the pursuit of human attachment. Guarded, lonely, and distrustful, they live in despair or strike out in rage. Families, schools, and youth organizations are being challenged to form new "tribes" for all of our children so there will be no "psychological orphans." -- Dr. Martin Brokenleg
 
From Willie Tipton…
 
Group Norms or Guidelines are based on the values identified by circle participants.  Guidelines are not rigid constraints, but supportive reminders of the behavioral expectations the participants in the circle share.  Typical norms or guidelines are as follows:

• Remain in the circle
• Use talking piece
• Be honest
• Speak from the heart
• Trust what you need to say, no need to rehearse
• Listen with respect
• Speak with respect
• Honor confidentiality: what’s said in circles stay in circles

 
An environment of trust and safety allows group members to share more deeply with others. In our circles, the teacher cannot guarantee students will protect each other’s privacy, but can explain and discuss the issue with students and work toward establishing norms that specify the importance of privacy, while defining the expectations we have about confidentiality (keeping in mind that educators are mandatory reporters).
 
From Martine Haglund…
 
I have brought restorative practices using circles at my feeder schools following two themes.  The first one is relationship-building where students and teachers practice forming positive connections with each other.  This theme creates the space where participants come as they are so to receive from one another kindness and support around authentic dialogue regarding conflicts or classroom issues.  The second theme uses specific questions to engage participants in discussing and processing a challenging situation so they arrive at making things right.  In either theme, as a facilitator, I remain consistent in the sequence of events and outline the steps.  I open and close with the bell.  I do a check-in rounds to establish connections.  Then, I dive into the restorative content.  Each circle step is intentional, yet is presented as effortless to participants.

From Toby Taylor…
 
I have used Restorative Circles for the last eight years. They have become part of any group work I’ve done since my training here in Rochester. I have found that through Restorative Circles students and staff have found a sense of community through commonalities and vulnerability. I have heard stories of depression and others of hope, which has often propelled me to action or simply allowed me to appreciate my own life a lot more. Students have talked about topics of handling school, mental illness, mass shootings and the state of our country. I have learned a lot by listening as others have given their viewpoints about these touchy subjects.
 
Last year, I had the opportunity to do some Restorative Circles at ALC that had a great turnout and response. These Restorative Circles were centered on three simple questions, those I call the “Big Three”:

1. What is your inner struggle? This questions ask for the members of the circle to look within to reflect on the main struggle that one should have a grasp on but has yet to conquer. This could be procrastination or lack of trust for others.
2. What is your outer struggle? This question asks for the members of the circle to reflect on the main outside distractor to their well-being. This could consist of a person, place or thing such as a parent overwhelming academic expectations or babysitting siblings.
3. What is your worldview? This question asks for members of the circle to be completely honest about their view of life through their eyes. One’s worldview could be from the standpoint of an individual living in his home to a community member of a neighborhood.

 
No matter the type, teachers should maintain classroom circles as an activity to acknowledge the unique voices of students, focusing in on the quality of the process and not immediate results.
 
 
If you have a question about the resources available for students or staff or if you wish to discuss any of these ideas further, please consider reaching out to our team.

​For more information in the ideas touched above, consider the following:

• Clifford, Amos.  “Teaching Restorative Practices with Classroom Circles.”  Center for Restorative Process. San Francisco Unified School District. San Francisco, CA. 2013.