A teachers who intentionally values cultural knowledge, knowledge about culture, culturally mediated instruction, cultural accommodation, teacher-facilitation, collaborative-noncompetitive learning.

A tool within the caring curriculum that is critical in fostering a safe classroom environment as it develops literacy skills.

The most important first step in classroom management?

How we teach our content which allows opportunities for differentiation.

Assessment perspective that helps students keep working towards their best output, even if it takes multiple tries.

Intangible CRT strategies

Strategies that champion genuine investment in the total student.

Student-Teacher relationships, high expectations, non-verbal clues and re-directions, teacher consistency, teacher perseverance and assertiveness, human resources, restorative justice, school wide consistency

Accommodating  learners who need help or more challenge to achieve a common goal.

Presence in Experience, Description of Experience, Analysis of Experience, Experimentation, Repeat. 

Teachers not knowing their own biases, perpetuating stereotypes, using strategies from the Pedagogy of Poverty, employing bootstrap mentality, and using micro-aggressions.

Researcher who articulated the importance of teaching empowerment, initiative and self-advocacy as part of CRP

A non-punishment structure of strategies that resolves classroom and behavioral conflicts.

A classroom where the teacher understands and values the cultures, interests and strengths of students in their class.

Characteristics of strong formal assessment

A way of teaching that uses the dominant group perspective, generic teaching strategies, teacher directed and comes from a deficit perspective.

Color-blindness, cultural conflicts, myth of meritocracy, low expectations, deficit mindset, context and neutral mindsets.

A response strategy to use when students act out and seemingly try to push the teacher away

Presents 9 curriculum elements, in various pedagogies, that provide places for meaningful differentiation to be implemented.

Assessment that provides data that portrays each student’s ability qualitatively.

A pedagogy that simultaneously acknowledges the value of academic and social learning and learning from informed others.

A theory that sees learning and ability as fluid and not fixed.

A set of agreements that students and teachers develop together to frame the academic and socio-emotional environment of a classroom.

The distance between the actual development level and the immediate potential for development.

Cycle for collaboratively analyzing assessment findings to identify needs and strategies for instructional improvement.