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This toolkit for “Walking Undocumented” highlights a handful of TT classroom materials for teaching about immigrant students, including those who may be undocumented or from mixed-status families.

A new manual uses language to explore bias

I lean against my classroom door, fielding questions about last night’s homework and passing out early morning hellos. I watch students disperse into their assigned first-period classes. As I steal a quick sip of my morning coffee, I find myself pausing at this thought: A supposedly unbiased computer system serendipitously placed our students into their respective classes, but is this all there is to mixing it up? No.

I like to switch things up every once in a while, so I assigned my high school students a project I’d never done before—a gift book. In addition to the academic value, I hoped to strengthen at least one teen-adult connection at a time when it’s sometimes hard to just grunt, “Good morning,” without an argument. (I know this because I have two teens in my own house.) I also wanted students to be able to create a keepsake to give a loved one during the holiday season. Many students could not afford to buy anything. In our rural school, many students come from low-income homes.

This toolkit outlines an activity that uses personal reflection, writing and class discussion to address cyberbullying.

The latest in culturally aware literature and resources for teachers of all grades.

When LFJ’s manager for teaching and learning—then a fifth-grade teacher—shared his personal story about the 9/11 attacks with his students, a fascinating, in-depth conversation about narrative writing occurred.