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This toolkit provides five tools to help focus mentors’ and instructional coaches’ observations on the dynamics that help create equitable classrooms.

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

The explosion of news coverage over the controversial execution of Troy Davis in Georgia recently is a reminder that our students learn powerful lessons outside our classrooms. These events offer opportunities for lessons of context inside our classrooms.

A common misperception in many early childhood environments is the idea that, as one teacher told me, “There’s no diversity in my classroom.” She, and many others, think that a focus on diversity is unnecessary in an apparently homogeneous classroom.

I broke a toe recently. Woke from a deep sleep, ambled around my apartment for just a few moments and then thump! I hit my foot on a piece of furniture. As I hobbled around in the days that followed, lost in the effort of just getting about, I thought “this is what it must feel like to be old.” And then—“this is what it feels like to have a disability.”

Every prospective parent hopes for a healthy baby. But when it comes to hearing and Deaf cultures, “healthy” is defined differently. Four out of 5 deaf children are born to hearing parents. When told this prognosis, hearing parents often experience what psychiatrist and grief expert Elisabeth Kübler-Ross characterized as the Five Stages of Grief (denial, anger, bargaining, depression and acceptance).

After rejecting an offer of prayer from a student, this teacher reflects about the power of religious freedom that she teaches in class.

This toolkit accompanies the article “I Am Asian American” and provides professional-development resources to help teachers reflect on their own assumptions and knowledge gaps about Asian Americans and include a variety of Asian American voices in their curricula.