Exploring our reactions: deepening learning from Diangelo’s White Fragility from restorativeteachingtools.com
“Students will reflect on white privilege and how they may have felt defensiveness and responded in unhelpful ways when that privilege or their own learned racism was identified.”
“In the months since the pandemic caused an emergency rush to distance learning, many teachers have made significant strides in improving the remote teaching skills they need to reach all learners. “
“National Education Policy Center Fellow Elizabeth Dutro responds to difficult questions about how teachers can effectively and respectfully address the traumas that are touching so many of their students’ lives, either in person or from afar, even as they, themselves, may be experiencing similar traumas of their own.”
“Tracking student attendance under remote learning this spring was complicated and oftentimes ad hoc, a messy process that could continue to be a big problem if schools return to full-time virtual learning anytime this school year or do some combination of in-person and online education.”
“It is likely that Ohio’s most underserved students will be disproportionately affected by the coronavirus (COVID-19) pandemic, increasing their risk of absences.”
Here’s a guiding playbook with practical suggestions like taking time for check ins to build community and trauma informed practices like restorative practice.
“The transition back to school for the 2020-21 school year will be one like no other in recent history. Education may occur in classrooms, virtually or as a combination. School transitions in and out of classrooms may occur more than once.”