Search

As a high school sophomore, I loved debate. My coach was a quirky, intelligent man whom I greatly admired. I learned a lot from him. It bothered me, however, that he didn’t seem to respect me because of my choices.

Two afternoons a week, I tutor a high school junior in English and history and enjoy gleaning insights into a different school community than the one in which I work. My client Mary attends a school with a predominantly white and wealthy student population. I work mainly with students of color from families who live in poverty.

Thanks to technology, the world is virtually at our fingertips. Global awareness has new meaning for the teachers. According to the Partnership for 21st Century Skills, our students need to go beyond understanding global issues and be able to learn from and work with “individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.” Using the “new and improved” nonfiction books on the market today is one way to get our students to this understanding.

I noticed a trend several years ago. A sixth-grader tagged along with me into the school. She wanted to use a computer. “My printer is broken,” she explained. “Can I come in with you and print my assignment?” A few days later, it happened again. Only this time, another student needed to edit an essay on a word-processor.

This toolkit accompanies the article “Uncommon Ground,” and provides a classroom activity to celebrate diversity and build common ground by making personal story quilts.

HBO premieres a new documentary about the murder of a transgender youth and the community that survived him.

Impact and intention both matter when talking about school policies.

For teachers looking to improve their practice in real time, a free toolkit from the Institute of Education Sciences can be a valuable resource.