Under-expected Achievement – One year Teaching K-12, and Counting!

Thankful for my social media network, my anniversary teaching K-12 in my public school district would have passed me by! Without my social network, I would most likely have made no fussy attention to my anniversary. After all, I have worked in other places without ever being vigilant or celebrated an anniversary.

Thankfully, my LinkedIn network sent me congratulatory messages. Initially, I assumed the congrats were for my seven-year and counting, crippling social philanthropy. Not until I logged into my LinkedIn profile, and realized that March 2015 is when I started working.

Even after finding out the cause of the hullaballoo about my anniversary from among my social network, I did not get too excited; I wonder why? Well, “It is just teaching,” I said to myself.

“Plus, it is not a job I set out going to school for. Nor does it pay me any living wage to excite me,” my next thoughts.

But congrats messages continued trickling in, prompting me to reflect on this achievement. Perhaps the fact that other people are celebrating me more than I was, should have signaled to me, why I should treasure this achievement? After all, I am enjoying teaching K-12! True, I never set out to be a K-12 teacher, do not have an Education degree or full teaching license.

I am a Substitute Teacher [not yet permanently] employed with the public school system. I am one of the many teachers, recruited to fill-in, per need, for any homeroom teacher, or academic/professional school activity. I am one of the many convenient hires, increasingly a feature of the public school system, as in many other employment establishments, when the government does not want to offer a living wage to all its employability people. Like corporates, government is now seeking cheap available labor to do its difficult, dirty and dangerous jobs, without much financial responsibility or optimal workers welfare/compensation/protection.

That teaching is a difficult job is indisputable. It is also technically dirty and dangerous; those whom the teacher tries to protect might get one dirty. Indeed, working with children is not for the faint-hearted; they are as adorable as they are challenging. I often say, a teacher carries the entire world on his/her shoulders —of students, their parents, school administration, school supervisors, lawmakers, school budget dispensers, and the entire public, all invested in school output, more than input.

I confess that I had under-expected my achievement teaching K-12. Indeed, it is a big feat! This, from a girl who had sworn never to teach “little kids,” preferring instead, to stick to college and graduate-level students, “more mature and manageable,” or so I had convinced myself. Venturing into teaching K-12 was a path of transition back into the world of work, and because of my changed resume, which now primarily reads, “A Mother.”

I decided to venture into teaching K-12, to gain a deeper practical insight into the school curriculum and school system at the lower levels/early stages of formal education. Particularly because I did not obtain my earlier education in here in the United States, my new country of belonging. The educator in me is always curious about systems of learning I am not familiar with. I would like to be a great help to my child, an elementary schooler, as well as my new-found love for working with children, especially since becoming a parent.

Don’t get me wrong, I am not new to teaching young learners. As one of the last-born children in my family, I grew up with plenty of nieces and nephews, whom I played with, helped take care of, and equipped them with the “Children’s experience.” I enjoy hanging out with children, keeping them occupied, learning through giggling.

I enjoy the innocence of kids. I enjoy learning through them. I enjoy utilizing the lessons I learn from my child into my classrooms. Yes, Minecraft is an acceptable citation, when explaining logical, technical activities, or very brevity and resilience like the “Enderman.” So, are Dinosaurs perfect for illustrating how old one’s grandparent might be. And when you need to encourage young learners to “try something it might tastes or turn out good,” or that, “when you wait, you can play, sing or imagine anything,” Daniel Tiger is a perfect to quote.

So, to all those, like me, who venture into teaching, go out there, and courageously engage with young learners. They have so much to teach us, about ourselves, about our abilities, and about our own parenting. I am so glad that, I also get a chance to teach in Special Needs classrooms, engaging with autistic children, emotional support, gifted, learning, and reading support, life skills, partial hospitalization, and early intervention. I am grateful for the opportunity and a challenge, that came to me as an under-expected achievement!

Aluta Continua!

Re-Learning to Write Academically

I am still trying to write an abstract for an academic conference paper! Since January this year; you better believe it!

I don’t know what has happened to my intellectual ingenuity, my art of writing, my academic genius, and my conferencing skills, especially academic conferencing!

IMG_3535I started presenting at international academic conferences in college, and inspired plenty of colleagues at higher academic levels than myself, in graduate and post-graduate studies, to engage in presenting papers at academic conferences. In fact, I got the titled “Dr. Lwanga”, way before I became one. I had to correct the conference organizers, panelists and co-participants several times that I am not officially Dr. Lwanga; not a PhD, yet.“You should enroll in Doctoral studies!” they often said.…  I am yet to become “Dr. Lwanga”, but that is a story for another day.

Here I am, umpteen years later. I cannot gather my thoughts intellectually together to construct an academic paper abstract! A painful reality. Not because I am lost for topics to write about, or have no computer, sick fingers, lost my head or eye sight, or cannot squeeze in a tit bit of time, for a few lines.

I am struggling with how to put together an intelligible argument. How do I talk about Teaching and Learning”, which is the topic I would love to address for the conference on “Education”? How do I construct arguments on learning to learn from Young Learners? How do I investigate teaching multicultural children in a predominantly monocultural education setting? How can I address Teacher’s welfare in a student-biased education system? How about interrogating that holy grail “Gifted and Talented”, or the “Different Shades of Special Needs Education”.

Bet, you have a little understanding why I am conflicted about what to write. I am still trying to figure out which topic works best, which I could expound on and give plenty of meat.

So, here I am, close to six months, and still without an definite topic. Still contemplating, what the Topic or Title is going to be? Or the gist of the argument? I am not sure whether the paper format will be: 1) a poster presentation; 2) work-in-progress; 3) fully argued out research paper or; 4) research proposal/abstract? I know I am leaning more toward, #2, with a better potential of allowing me expound on it for future post-graduate studies. Yes, that “Holy D” is still on my head-roof, Ensh’allah!

Learning to Teaching from How Children Learn. OR Children Teaching Teachers how to Teach or Teaching a Multicultural Classroom in a Monocultural Schooling System. Yes! Yes! I think I finally got something there. And Curriculum, Research and Development sounds like great forage for me. Three topics already! Viva procrastination; that allows me to switch off for a while and turn on again.

Now, onto thinking about the thesis…What is the conference theme again? zzzz

Meeting the “Gifted and Talented”: No Nigerians Here!

Finally, I met the “Gifted and Talented” aka G&T. I am still questioning what that means. When my son was in Kindergarten, he got tested for inclusion in “Gifted and Talented”. I received feedback from his Guidance Counsellor that his scores were way above expectations; should I say, outstanding!  He still gets plenty of those outstanding reviews, including from the most recent reading seminar organized for parents at his school. I was a very proud momma.

Yet, as his major teacher, of course according to me (he would vehemently insist his school teachers as his main/all-knowing teachers), I am always demanding more from him. I call him out when he slacks, and engage him with more learning. To me, he is not doing great because he is G&T, but because he is exposed to plenty of learning resources and the support of his dedicated mother and teacher. True, I am highly tickled by his reasoning, many times, his wits and comprehension. Maybe he is quicker to learn [than others of his age], I do not know. What I know is, he reads fluently for his age, because I have exposed him to books since before he was born, and we have read on since then.

Then I met the G&T, who are not related to me. They were also much older than my own. I am sorry to say that the two hours I spent with me, nothing about them sparked me as “Gifted and Talented”,. I saw a kids enjoying doing things other children do, like building cars, bridges, playing with legos, making stuff and rolling on a ball. I talked to kids who seemed to enjoy what they were doing, some with hands-on engagement, while others contributing verbal ideas.

I could not stuck away that miseducation I have regurgitated for generations since I began learning in the world I live, that “all smart people are white; all white people are smart.” I was surprised to learn that plenty of the G&T had, what we call in America “Hispanic Names”. They were children of immigrants from South America, two with parents from Colombia.

One told me visibly terrified, “My father was born in New York but grew up in Colombia. His mother took him back and left him there!” I explained that, sometimes parents have to make difficult choices to raise their children. For a single mother, which I learned her grandmother was, it can be difficult raising a child in New York without family support. Yet, her family in Colombia could easily help out.

Another myth buster – Not all G&T are children from rich and wealthy homes. Some are children of truck drivers, such as Aei. Another told me s/he lives in a single parent household. What is true, though, the “nerdy” stereotype was there. I could relate to those kids from among my school circles. I know exactly kids like them.

Sadly, there were no Blacks among the G&T kids I met. Yes, it does matter; here in America, race is one of our greatest preoccupations. My conclusion was, there were no Nigerians in the district! (smile:). If we go by the ‘great discovery’ of The Triple Package, the one Black group profile among the “super powerful/highly successful cultural groups” in America is Nigerians. Add to that, pretty much every story featured in the media about a black genius nowadays seems to have Nigerians roots. Not in this district, though!

Especially, surprising since there is a significant number of black kids in this particular location compared to other schools in the same district. Should we really care? Does it really matter, you may ask? Of course it does; just like having a G&T kid whose father is a truck driver, or the immigrant from Colombia, so should there be a Black G&T. It is inspirational, and these kids should have an avenue to talk to their classmates about the kind of activities they are engaged in or what makes them academically “different” from others.

While I am not totally blown away, yet by the group of G&T I encountered, I enjoyed supervising them as they worked on their projects for a regional STEM competition. More exciting because they were working with Legos, one of my son’s favorite play-toys! I told them, he would be thrilled to watch them build stuff. They suggest I should bring him to their STEM fair, so he can see their final products and much more from other competitors. Another thought crossed my mind, LegoLand Discovery! Thereafter, I can get him bumped him up from 1st Grade straight to 3rd Grade G&T class! 😉

Different shades of Special Needs

“There is no one student who is similar to the other. And no one student behaves the same everyday,” so she said to me.

I cannot agree more! Picture being in any classroom of Students with Special Needs. Whatever special need you can think of: Autistic Support, Post-Hospitalization, Life Skills, Early Intervention or Multiple Disability Support. Or so you may believe! Turns out, that is not always the case.

Even when a class is categorically labelled as “Autistic Support”, the students come in “Different Shades of Special Needs”. Each with own disability, no uniformity, and with varying needs that a class teacher who has not one, but possibly eight or ten students is expected to ably manage every single day. Moreover, there is no guarantee that any one of the children will display consistent behavior and attitude on every other day, or throughout a  single day. Happy in the morning, sad by mid-morning, and erratic, violence and explosive in the afternoon. Happy one minute, crying the next, then bouts of laughter!

I, for one, had no clue what “Austin support” entailed before I ventured into a classroom of elementary autistic support students. I imagined that they are similar to students with Multiple Disabilities, till I found out about a special category called – Multiple Disability Support (MDS). Still, I wanted to experience dealing with and teaching autistic children. My fears and initial reservations were not in vain! Challenging, scary, traumatizing and soul searching, are among the many thoughts that come to my mind reflecting on my experience in two separate classrooms of K-4th grade students with autism.

No! The kids did not throw stones at their teachers, although they were capable of hurting with the same zeal as they were loving in the same instant. Like any other humans, they hurt the people they love and care for! They pinched, scratched and punched their teachers, then smiled and asked for special favors with barefaced shame. They screamed, cried and ignored authority, but expecting the teachers’ attention and kind heart to give in to their demands.

In one classroom, I experienced different shades of autistic children. One boy scratched me (and other teachers) several times with his blackened nails. Yet, he obeyed when told to sit down on the ‘calming chair’, until he was asked to stand. When he was asked to eat, or when the TV showed scenes he did not like, he yelled. He became distraught, restless and cried repeatedly when he saw school buses pulling up in the parking lot an hour before official close of school. To calm him down, we told him to put to put on his jacket and prepare to go home, or just ignored him.

Then this kid with a beautiful smile, picked up his mess whenever he was told, and agreed to sit down but after persistent reminders and supervision.  Yet, every after lunch, he became erratic, rolled himself on the floor, took off his pants and underwear, put his hand in his pants, threw books off the shelves, ripped the classroom apart, spewed out plenty of obscenity and stormed out of the classroom, running and screaming down the hallways. A minute later, he was a calm lovely boy, apologized for his nastiness, and said he wanted to see mommy! Another kid, generally calm and obedient, responded to instructions quickly, did great one-on-one class activities, and excelled in his academics. Except when he was not engaged in classwork, and every after lunch, he was unsettled.

The room teachers did a great job managing their classrooms and responding to the needs of their students, especially in comparison to:  a) my prior experience in other special needs classrooms; and b) with the insurmountable challenges they had to deal with. Only two teachers, one permanent and her Associate – for eight autistic students! Yet, they used various activities and techniques to engage their students in learning as much as possible, as a group and one-on-one at individualized level. They taught their students to work for special privileges, counseled them when they were acting up, and rewarded them for good behavior. Still, that did not deter the explosive students from going off, or the cool ones from staying calm.

I wonder if after the experiences, thus far, my expectations of transformative teaching are dwindling following my in-class observations and interaction with the teachers and students?

I know for sure that each student is different from another, and from each time of the day. For many kids, adjusting their program to half-day and returning home in the early afternoon, might be helpful for both the kids and the teachers. After all, many are restless after lunch and hard to keep interested or attentive within the same classroom environment, even when teacher substitutes rigorous academics with age-appropriate infotainment, TV programs, internet videos, iPad and hands-on learning. For some kids, their medication seems to wane down by lunchtime, making them more agitated and uncomfortable for the rest of the afternoon.

Beside the dire need for human resource enhancement for classrooms with autistic children, introducing half-day programs for some kids might be. They could return home after lunch to their parents, breaking the monotony of staying for a longtime in one physical, human and learning space. With additional human resource, the teachers would afford to split roles, and take the kids with capacity to participate in mainstream classroom special activities.

Or more exercise and stretch routines should be added into the classroom schedule, to reduce the length of disposable time. Plus, a little one-on-one massage might also do the magic. Though, it is a heavy task engaging students one-on-one, given all the work required of the teachers in a day to fill out daily paperwork on each students, plan the next day, clean up, cater to students with extra-special care needs, and prepare student for pick-up or drop-off at the end of the day. Sustaining transformative learning is a challenge without parental cooperation and participation of parents in reinforcing the skills learned and taught at school.

Special Ed Teachers Have Special Needs Too!

How does a teacher manage a student with special needs?
How does a teacher stabilize student with emotional and behavioral needs?
How does a teacher nurture a centered-focus for a student with attention difficulties?
How does a teacher manage a classroom of student with behavior, reading, physical, attention and life challenges?

I bet you will say all that is covered in the Teacher Training curriculum for Special Education. After all, teacher training seeks to produce a whole person, who can manage a classroom environment with all its multifaceted complicatedness. There are smart and dull students, calm and restless, slow and fast, participatory and inactive, distracted and attentive, young and not so young. Not to forget that twenty-first century classrooms are multinational, multiabilties, multi-sexual, multi-origin and multi-races, multi-everything. Everything goes, everything is expected, and everything is planned for.

Moreover, today more than ever before, the topic of Special Needs Education for Students with Disabilities has been mainstreamed into the classroom environment. Gone are the days when children who acted and looked “different” were hospitalized or restrained in mental asylums, deemed dangerous on a ‘regular’ school campus. While it is still true that in many parts of the world, schooling opportunities for students with special needs, separately or as part of the ‘regular’ school environment barely exist.

Here in the United States, special academies are set up to cater for students with special needs, staffed with  teachers trained in Special Ed. Even the seemingly most challenging behavioral students now have a place in the main school education system. If not at designated academy, special classrooms exist within the regular school complex for the education of students with autistic needs, life skills, emotional and behavioral needs, post-hospitalization, as well as early intervention. The focus is not always on academic excellence, in programs such as post-hospitalization, but could range for therapy to behavioral transformation and emotional stabilization. As a parent, I applaud and cherish the availability of such opportunities for students who would otherwise be excluded from the pipeline of ‘a ‘regular’ schooling system. High accolades for those selfless souls called Special Ed teachers and their associates, who have agreed to partake on the insurmountable task of ‘baby-sitting’ big kids.

Though, one wonders who takes cares of the special needs of Teachers for Special Needs students? Who provides personal support to Special Education Teachers? Does the curriculum include a “how-to” training on protecting oneself as a teacher for special needs students, if attacked [repeatedly] by own special needs students? My experience in a couple of elementary, intermediate and high school special needs classrooms exposes the complexities, challenges and dangerous everyday work environment a teacher for special needs students.

I am not trained in “Special Education”, and only recently began experiencing “teaching in an American K-12 environment”. My experience is in teaching at US colleges and universities. As I have said before, never had I ever imagined willingly stepping into a classroom environment for young learners. All this changed since I had my own “young learner”, and the rest is history. I decided to experience the classroom environment to gain practical experience, exposure and understanding of what goes on in the children’s classroom, how they learn, how they interact with the learning tools, with their teachers and peers and respond to teaching and learning aides exposed to them. Particularly because I did not attend elementary education in the United States, it made sense to me to learn how my son is learning in order to better assist him with his school projects and home assignments. Beside, I am from a family or teachers, and a devoted teacher, myself!

My experience thus far, has got me scared, and in some incidences traumatized for the teachers in K-12 classrooms, especially those dealing with special needs students. I have wondered several times, at what point do students decide it is ok to beat up, scratch, curse, swear, talk back violently at their teachers! Engaging in behaviors not identified with the everyday home environment, or so I think? How can children throw tantrums that are so violent and compromise the safety of their fellow classmates, most especially for the teachers? How do these students becomes so selfish not to imagine that their erratic, aggressive and unsocial attitudes, characters and behaviors are not acceptable in public and toward any adult?

Of course, I have also taught myself OR learned, not to take what I see or experience from such students personal. I have been disrespected by 8-15 year-old students, while working one-on-one with them on their classroom assignment and during private coaching homework. Some have rudely told me off [and I obeyed] to get out of their face. “Why are you standing here looking over me? Go find someone else to help,” a 15 year old academy student ordered me. I have been scratched, beat and cursed by young learners for the crime of insisting on getting them to sit down, focus on their classwork, pick up after themselves or undertake their assignments.

While we as parents can [sometimes] raise our voices toward our children and spank them, this experience has vividly taught me, that is not a luxury available to a Special Ed/Needs Teacher. S/he has to suck up to being beat, kicked, screamed at and violated by young learners, utilizing only officially sanctioned soft interventions to calm the erratic students, however ineffective. Or as I have learned from Special Ed teachers, wear gloves, leather jackets or long sleeved shirts to protect yourself from bodily scratches from your students, and face mask to keep yourself safe of germs when your students deliberately cough in your face.

It is an absolutely traumatizing experience, feeling trapped amidst a group of 10 eight to 15 year-old students, where the ‘wise’ decision a teacher can make is, walk around on eggshells with such trepidation that s/he could get beat up anytime by her/his students, who are protected by claims of ‘partial’ or ‘full-insanity’. Sadly, as parents, we are not doing much to support the teachers efforts of educating and nurturing their children into better students. Instead, we pile all our failures at parenting our children onto the teachers, sending them to school when we have failed to control them, then subsequently accuse teachers of not doing a great job educating and catering to the special needs of their children! We blame all bad habits that our children develop on the school environment and teachers’ negligence, even when our home environment is very explosive with negative influences on our children.

Perhaps planners, programmers, managers and administrators of education programs for special needs students need to prioritize the special needs of teachers as equally important as those of the students they are enjoined to teach. Special needs teachers need as much emotional, psychological, physical, classroom and social support to ensure they stay excel in their classroom. It is mind boggling to expect two teachers, moreover female, to manage a classroom of  eight autistic/post-hospitalization/emotional behavioral students, some emotionally charged and hyper-active behavior,  running out of the classrooms and screaming in the hallways! Or expect a teacher to remain aloof to beatings, scratchings everyday, as a reaction from a student getting mad  because s/he did not get it his way!

Special Ed teachers, especially ones dealing with emotional/behavioral needs students should be provided reinforcement in terms of security or classroom environments or permission to apply techniques to protect their lives, as well as the lives of other students in the classrooms when dealing with those students who turn violent. Moreover, special ed teachers should be provided with the human resource proportional to the needs of their classrooms to help.

Not Everyone is Sophie, John, Jane or Matt: Diversity Consciousness in the Classroom

Recently, I was at an teacher training workshop, where the speaker for a session on “Qualities of a Good Substitute Teacher” mentioned the importance of identifying and connecting one-on-one with pupils in the classroom. In explaining why a teacher should know her students by name, she mentioned Sophie, John, Jane or Matt, as the four names off-the-cuffs in her classroom example. 

For me, that triggered something about the ingrained assumptions teachers might make about their students profile. Many of the assumptions reveal conceptions and misconceptions derived from one’s ‘comfort zone’ and surroundings. My assumption is the speaker comes from an ‘environment’ where most children are either Sophie, John, Jane or Matt. Or perhaps her education background was filled with students that fit such profile. That in a way creates an “illusive comfort” that knowing the profile of one’s classroom correlates with being in touch with the needs and special circumstances of each student. Yet, in a classroom environment, each child needs to be acknowledged and catered for/ included to their comfort.

How does a diversity conscious teacher make the classroom experience all inclusive for each one of these children? I asked myself the same question during a visit to the area elementary school. Of the two classrooms I observed: 1) First Grade class had one black kid, a young girl called Hannah; all the other kids were visibly white. 2) A Third Grade all-white classroom. Both classrooms had white teachers, as was the School Principal, and all the school staff I came in contact with.

I am not saying there is anything wrong with an all-white school, if that is the general population around the school district. My concern is whether and how children of other colors in the same school are included in a predominantly-white classroom. Particularly given the potential influence of the preschool experiences and home environment on shaping knowledge formation, knowledge generation, teaching aides and one’s comfort with the teaching and learning environment. In many places, the classroom environment has evolved beyond, S, J, J or M, the typical ‘blonde and blue-eyed’ and Judeo-Christian, thanks to desegregation and immigration of the Abequa, Biko, Horacios, Happy, Ijeomas, Lakisha, Özil and Muhammad into the same classroom. Our classrooms today represent children of varied backgrounds as immigrants, children of immigrants, first generation or generations of American-born or native to this country. They bring varied experiences from their homes, communities and experiences, all of which need to be represented for an enriched classroom experience.

Going back to Hannah, the only black girl in the First Grade classroom I visited. She seemed comfortable with her classroom and classmates, but had another story not visibly captured in the teaching aides and classroom environment I observed. While checking on her writing assignment, she read to me her story about her best friend, “I like playing with my best friend Usnuah!” To me, there was a different story with friendships not represented by SJJM. I wondered if her teachers take time to learn about Hannah’s friends, family and neighbors! Or whether she is offered a chance to share her ‘unique’ family and community background in a predominantly white classroom!

That is not to suggest that all white kids have the same family experience, although their differences [while paramount] are not as visible to the eye as Hannah. Moreover, when we got to engage with “disabilities”,  five students with varied developmental disabilities were ‘paraded’ in front of our seminar room, so we could ask questions for ‘our learning pleasure”. Perhaps the intentions were innocent, but the scenario reminded me of times when black people were caricatures of white audiences as, ‘strange’ study subjects, ‘caged entertainers’ [Sarah Baartman aka Venus Hottentot], the “Human Zoo” [most recently replicated in Norway], entrainment at lynching picnics popular in the South. And up until now, through international aid campaigns and hollywood movies that depict “the black victim” awaiting a ‘white savior”. Interestingly as well, our diversity trainer did not find anything controversial with showing a clip from the movie “Blind Side” to make her point about ‘developmental disability.

Which brings me to another topic covered about English Language Learners (ELLs), the now politically correct replacement of “English as a Second Learning”. The change was pre-empted after realizing that while ESL focused predominantly on immigrants and immigrant children, ELL recognized that some US-born children come from households where English is not the first. The basic assumption, as stated during the seminar was that [first-generation/immigrants] children “have difficulty learning not just English but the entire school curriculum.”

Granted there is truth to it, but with misguided assumptions that: 1) Simply because one does not speak English, they therefore, do not understand anything nor have sound knowledge to contribute to their classroom experience. 2) English Language Speakers are conversant with the English Language and do not need enhancement classes, which as a writing coach is not true.

I work with full-blooded American school children, those whose parents, grandparents, great grandparents and great great grandparents and beyond were born in America. Yet, it is appalling that they cannot spell a simple word like “Pail” in Third Grade! I have found out that their school did not teach ‘phonics’, which I believe is great language learning tool. Nor are they offered English Language ‘Enhancement Classes’ at the Charter School they attend. Yet with ‘diversity’ more focused on ‘cultural’ and ‘developmental’ differences, such cases are fall out of the cracks of ‘special needs education’.

A diversity conscious teacher should ably pay attention to the non-verbal cues from their students, cater to their different needs, reach out and appeal to them, to make each one of her/his students feel included. Perhaps it starts with diversity training, which recognizes the changing needs of a classroom beyond the ’traditional’ diversities of “black or white” in America. There are multiple layers of diversity including physical or mental abilities, race, sex, geographical origin, family background, household and cultural ancestry. Today, classrooms composition includes children of immigrants, first generation Americans or migrant workers, Native American children, Muslim children,  inner-city kids.
Continued and refresher teacher training seminars would be helpful, as well as exposure to varied scenarios that stimulate “diversity awareness” and ultimately “diversity consciousness”. I thought for a minute, during my training, “Wouldn’t it be more powerful if the trainer on “diversity” were a minority? Yes, I am aware that white women in White America are included among the ‘minority groups’, but since the session focused on ‘civil rights’ and ‘disabilities’, a ‘racial minority’ or ‘personal with a disability’ as facilitator would have made a greater visible impact.

Diversity Consciousness would enable teachers and school administrators to understand that, immigrant children and children of immigrant parents might not actively engage in classroom discussions due to deferring cultural learnings about social interaction and authority. Immigrants from countries where authority is hierarchical might not engage as much with their children’s classroom teacher(s) ‘out of respect’ for the teacher or fear of challenging what in their upbringing is an ‘authority figure’ and ‘expert’ in their child[ren] education. I learned from working with Japanese graduate students as a Writing Tutor that it is not in their habit to actively participate in classroom discussions because it is considered rude to challenge ‘seniority’ in Japanese culture. One of my students settled for a lower class grade, even when he knew his response on a classroom test was correct because he did not want to challenge his professor that his response resonated with the experience of his home country. Diversity Consciousness needs starts with the school administration, selection of teacher or substitute teacher trainers, program administrators, school teaching staff and all organs in the school system in daily contact with our children.