A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools
This past February, our school abandoned the traditional Valentine’s Day love note exchange, opting instead to encourage school-wide participation in a new activity we called the “Valentine’s Day Apology Note Project.”
In a recent discussion about a history reading, I asked students if they understood the need to think critically about what we read, even if the reading is labeled “historical.”
Rodrigue drove me nuts. He stood too close and talked too much. If his hand was raised and I didn’t call on him, his face would contort and he would put his head down on his desk. He answered questions with a “know-it-all” tone that the other students (and I) found obnoxious.
My middle school students had started to use words like “bum,” “creeper,” and “hobo” to describe people who are homeless in our city. To my eighth-graders, it was comic relief.
Early in the school year, members of a youth gang came to our Oakland, Calif. campus. Their target was a young woman from the ninth-grade class. As the rival youth approached her, several of our boys stepped up, formed a protective wall around the young woman and even took punches to the face. They had no intention of fighting. The young men later defended their actions saying, “I am not indifferent.”
We each have a part to play, a role uniquely ours each day. I’d raised my hand often enough and spoke about equity and LGBT rights during my years in Minnesota’s Anoka-Hennepin School District to convince myself I was accomplishing the role I’d chosen when I decided to teach.
Karl paused at the classroom doorway, his thin face pinched with apprehension as he stared down the hallway.
“Is everything all right?” I asked.
Startled, he looked at me almost guiltily. “Uh—I’m fine. Everything’s fine.” Karl risked being late by the time he darted out.
This just in: Men make up a small fraction of early childhood and elementary school teachers. And for children younger than 6, having a male teacher is a rarity. According to the U.S. Bureau of Labor Statistics, just 2.3 percent of preschool and kindergarten teachers are men.