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A message from Teaching Tolerance director Brian Willoughby.

The editor of Teaching Tolerance reflects on social change in South Africa.

Guidelines for a simple, respectful approach to religious diversity

The editor of Teaching Tolerance writes on music education.

Every school day just after 2 p.m., Sandra pushes her cart into my classroom to clean the bathroom and empty the trash cans. She is the school custodian and my students love her. When students hear her squeaky wheels in the hallway outside our door, they listen for her kind giggle as she enters the room. "Ms. Sandra! Ms. Sandra! Can I help you empty the trash? Can I help you?" they yell out with their hands waving in the air.

It’s not that hard to stick out in middle school. The unspoken code of social conduct is unyielding and inflexible. Anything outside of those narrow parameters is weird, and weird makes kids uncomfortable.

It is not easy for my students in suburban St. Louis to connect with the characters in John Steinbeck’s Of Mice and Men. The novel is packed with gruff men. Middle aged, mostly friendless, they are all struggling to eke out an income on a ranch somewhere in California. The one glimmer of hope in Steinbeck’s classic emerges through the relationship between two men—George and Lennie. They are not relatives. Yet in a society where individualism is paramount, George does far more than merely put up with Lennie. He cares for this mentally challenged man, blankets him with a protective shield. Other characters turn from, threaten, and even belittle Lennie. Most are astounded by George’s choice to attend to someone who seems like such a burden.

As a matter of practice, we encourage teachers to integrate learning opportunities about religious tolerance and cultural understanding throughout the school year. But this is especially important as the 10th anniversary of 9/11 approaches.

In order to enhance my sixth-graders’ ability to connect personally with topics we read about in class, I assigned a writing assignment. I ask students to make real connections to demonstrate their understanding of the topic. There are three areas of connection. First there’s the connection to their lives, then to another piece of literature and finally—the most sophisticated connection—to the world.