The Fall issue of Teaching Tolerance magazine and our 2016 election resources sparked a lot of reactions from readers, from a critique of our advice to appreciation for our cover art.
Leah Patriarco taught for 10 years, starting with preschool and ending with middle school social studies. She has a master’s in Education and Innovation with a focus on building sustainable, social justice-focused schools and recently left the classroom to pursue other ways to address oppression.
Teaching Tolerance couldn’t serve educators the way we do without the feedback and support of an important group of teachers, counselors, media specialists, school- and district-level administrators and education professors: the Teaching Tolerance Advisory Board. These educators and leaders volunteer their time to review our resources, try our curriculum and act as ambassadors for TT. Dale Allender – Assistant professor of education, Sacramento, California Lhisa Almashy – High school ESL teacher, Palm Beach County, Florida Kim Estelle – Elementary school teacher, Huntsville, Alabama Carrie
B loves bugs. I met him during the first week of school as I conducted the standard assessment of how many words he could read per minute from a second-grade story. After the assessment, I gave him the customary caterpillar sticker to put on his shirt to show everyone that he was going to emerge as a great reader during his second-grade year.
Leslie, a 38-year-old social worker who counsels children with stressful life situations, found her 4-year-old daughter, Sophia, engaged in animated play with her dolls. She watched incredulously as Sophia invited the four white dolls with blonde hair to a tea party while the dark-skinned doll with black hair lay alone across the room.
A recent issue of Teaching Tolerance magazine addressed two subjects that I see converging in news stories from around the country – intolerant attitudes toward students who are atheist and teachers using their positions to bully students.
Educators who connect their teaching to students’ cultures, languages and heritage create classroom environments that value critical home-school relationships, affirm student identities and challenge stereotypes.