1. Cultural Differentiation Or Ridding Ourselves of Bias in the Classroom Or Ridding Ourselves of Bias in the Classroom

2. Must know our own biases: Recognizing our own inadequacies and biases is the first step to having tolerant, safe, and comfortable classroom. Recognizing our own inadequacies and biases is the first step to having tolerant, safe, and comfortable classroom. www.tolerance.org Go to the Hidden Bias link on right hand side to take tests www.tolerance.org Go to the Hidden Bias link on right hand side to take tests www.tolerance.org

3. Some areas of cultural differentiation to consider:

4. Ethnicity What is the major ethnic group in my classes? What is the major ethnic group in my classes? What is/are the minority group/s? What is/are the minority group/s? What ethnicity does my class seem to understand the least? What ethnicity does my class seem to understand the least? What stereotypes exist about certain ethnic groups within my school and community? What stereotypes exist about certain ethnic groups within my school and community? What could I do to foster understanding among ethnic groups in my classes? What could I do to foster understanding among ethnic groups in my classes?

5. Gender What are the stereotypes for males and females in the subject I teach? What are the stereotypes for males and females in the subject I teach? What have I done to combat those stereotypes? What have I done to combat those stereotypes? Have I been observed on how I interact with boys and girls in my teaching? Have I been observed on how I interact with boys and girls in my teaching? Am I cognizant of what is said that could be offensive? Am I cognizant of what is said that could be offensive? Are there positive adult role models in both genders of this subject area? Are there positive adult role models in both genders of this subject area? Do I have any pictures of those people or references to them in my room? Do I have any pictures of those people or references to them in my room?

6. Generation/Age How old am I and how much older than my students? How old am I and how much older than my students? What are my attitudes about the young? What are my attitudes about the young? What are my students’ attitudes about the old? What are my students’ attitudes about the old? How do I listen to young people—or do I? How do I listen to young people—or do I? Do I share stories of my own youth and show security in laughing at myself? Do I share stories of my own youth and show security in laughing at myself? What do I do to let my students know that all ages matter? What do I do to let my students know that all ages matter?

7. Socio-economic class How could differentiation even matter for this “culture”? How could differentiation even matter for this “culture”? Am I aware of how little some of my students have, even in the area of basic needs? Am I aware of how little some of my students have, even in the area of basic needs? What could I do in my classroom to foster equality for those who are not in style? What could I do in my classroom to foster equality for those who are not in style? How can I help my students and me raise their/our consciousness about people mattering more than things? How can I help my students and me raise their/our consciousness about people mattering more than things?

8. Politics What is the background of my students? What is the background of my students? What do they need more exposure to? What do they need more exposure to? Do I have any non-partisan descriptions of Democrats, Republicans, Independents, Libertarians for students to see—either on a bulletin board or a bookmarked website? Do I have any non-partisan descriptions of Democrats, Republicans, Independents, Libertarians for students to see—either on a bulletin board or a bookmarked website? How do I lessen my own bias in order to give students information and not unsolicited opinions? How do I lessen my own bias in order to give students information and not unsolicited opinions?

9. Religion Besides Christianity, are my students and I aware of other main religions? Besides Christianity, are my students and I aware of other main religions? Is there acceptance for all believers and even non-believers, regardless of their views? Is there acceptance for all believers and even non-believers, regardless of their views? Is there anything about all religions that is in common? Is there anything about all religions that is in common? How do I accommodate students whose backgrounds, families, and cultures are very different from the mainstream of my classes? How do I accommodate students whose backgrounds, families, and cultures are very different from the mainstream of my classes?

10. To do, think about, or remember Invite someone of different background to join your class in celebration of a holiday Invite someone of different background to join your class in celebration of a holiday Have students (as well as you) take an inventory of home’s artwork, music, and literature. Bring it all together, create an excel chart, and decide what could be added to make your homes have more diversity. Have students (as well as you) take an inventory of home’s artwork, music, and literature. Bring it all together, create an excel chart, and decide what could be added to make your homes have more diversity. Point out stereotypes and cultural misinformation depicted in movies, tv shows, computer games and other media Point out stereotypes and cultural misinformation depicted in movies, tv shows, computer games and other media Applaud the other team. Promote good sportsmanship and ban taunting. Applaud the other team. Promote good sportsmanship and ban taunting.

11. Develop a school calendar that celebrates diversity. Develop a school calendar that celebrates diversity. Invite billingual students to give morning greetings and announcements on the PA system—or if you have no billingual students, then have majority voices give information on minorities. Invite billingual students to give morning greetings and announcements on the PA system—or if you have no billingual students, then have majority voices give information on minorities. Write a letter to the editor if your local newspaper ignores any segment of the community or stories about cooperation and tolerance. Write a letter to the editor if your local newspaper ignores any segment of the community or stories about cooperation and tolerance. Conduct a diaper equity survey of local establishments and commend managers who provide changing tables in men’s as well as women’s restrooms. Conduct a diaper equity survey of local establishments and commend managers who provide changing tables in men’s as well as women’s restrooms.

12. ASSIGNMENT You and your students, together, think of one thing you can do in your classroom or community to help lessen bias in at least two of the suggested cultural areas: ethnicity, gender, generation/age, socioeconomic class, politics, and religion. You and your students, together, think of one thing you can do in your classroom or community to help lessen bias in at least two of the suggested cultural areas: ethnicity, gender, generation/age, socioeconomic class, politics, and religion. E-mail me the results and I will share them with the group. Other Stuff E-mail me the results and I will share them with the group. Other StuffOther StuffOther Stuff