Identity, Diversity & Cultural Competence

Celebrating Proud to Be Me Day

This year we hosted our second annual Proud to Be Me Day in February. Our student leaders (and teacher supporters) guided our Middle School through important conversations about body image, language, neurodiversity, and assumptions/expectations through student-led workshops on February 14. The goal was to empower students with knowledge and awareness to be upstanders in our community, as well as promote inclusion and acceptance.

In the week leading up to the workshops, we hosted parent and community member Lilly Bekele-Piper to a MS Assembly, where we were a part of a live audience podcast recording. Listen to the 30-minute podcast Cross Cultural Kids: Developing Identity

Below is a glimpse into some aspects of the workshops so that you can continue to emphasize some of our messaging at ISK in a partnership around inclusion, acceptance, and embracing our diverse identities.

Neurodiversity

They watched a 1.5 – minute video to empathize and understand the challenges of a student on the autism spectrum. And also this Not Special Needs 1.5 minute video.

Top tips to be a supportive classmate of neurodiverse students:

  • Listen and pay attention- Pay attention both to verbal communication (words) and nonverbal communication (voice quality and body language).

  • Use a calm voice and be reassuring.

  • Keep your manner encouraging rather than correcting.

  • Be sensitive to the tone of voice.

  • Don’t rush; trust is built slowly.

  • Encourage self-advocacy and opportunities for independence.

  • Treat each person as an individual with talents and abilities deserving of respect and dignity.

  • Give extra time for the person to process what you are saying and to respond.

  • Look for signs of stress and/or confusion.

Body Image

Body Image: A person’s ideas of the attractiveness of their own body. It involves how a person sees themselves, compared to the standards that society sets for us.

They watched part of these: Stay Beautiful: Ugly Truth in Beauty Magazines and You’re More Beautiful Than You Think

Students ended the session with writing statements based on the following prompts:

  • I love __________. (A statement about your physical appearance)

  • I love that my body can _________. (A statement about your body’s ability)

Language

Students brainstormed words they hear around school, and then answered the following prompts:

  • Look at each word. Choose one and explain how it makes us feel.

  • Think of an impact that word or another word has on an individual and community.

  • When we use derogatory language, do the words we use really express what we intend to say?

  • What alternatives do we have?

  • Notice that many of the words are directed toward girls/women. How does that make you feel? Girls? Boys- how would you like it if someone said that to a woman in your life (mom, grandma, auntie, sister)?

  • If you could exchange that hurtful word for an empowering word, what word would it be?

In a closing activity, students wrote a hurtful word on the slip of paper. And then, they wrote a positive replacement word on the other side of the slip of paper. And then they videoed each student turning their negative word over to the positive word.

Here are two videos that complemented this session: How Words Can Hurt, Peter Limthongviratn, Ted Talk and My Language, My Choice

Assumptions & Expectations

This workshop started with riddles and partial pictures to examine the assumptions we make and our hidden biases.

Here is a video they watched: Do Your Assumptions Affect How You Treat People?

In closing, students wrote about:

  • A time someone made an assumption about ME.

  • A time that you made an assumption about someone else.

Diversity Committee Teacher and TA Workshops

The ISK teacher and TA Diversity Committee have been hard at work this year to deepen and grow ISK’s cultural competence. There have been several recent high impact training sessions.

Power, Privilege, Purpose Workshop

Power, Privilege, Purpose is part one of a three-part workshop that focuses on heightening the critical consciousness of our teachers and promoting culturally relevant and responsive teaching. All teachers attended this workshop about a month ago. We had an overwhelming response from teachers across the school who felt genuinely impacted, inspired and moved. Teachers expressed a strong desire to learn more about Culturally Relevant and Responsive Pedagogy (CRRP). Teachers described the workshop as “transformative,” “enlightening,” “engaging,” and “thought-provoking.”

Teachers Teaching Teachers Workshops Through the Theme: Diversity

Mid-February, the Diversity Committee hosted ten different workshops, where teachers and TAs had a choice of which to attend. These workshops were all under the theme of diversity, and were also well received. Here is a breakdown of the workshops that were offered.

Supporting our Students:

  • Transcending the Single Story.

  • How to Facilitate Challenging Conversations.

  • Neurodiversity: Understanding Our Students’ Needs

  • Establishing Trust with Parents.

  • Supporting Gender and Transgender Through the Use of our Words.

  • Sensory Integration and Movement to Enhance Learning.

Culturally Competent Community:

  • Community Circle – Discuss issues that teachers/ TAs think need to be addressed in our community.

Instructional Practices:

  • Honoring our Truths Through Literature.

  • Embedding Diversity in Curriculum and Lessons: Beyond Content.

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AISA Women in Leadership

I was fortunate to attend my second Women in Leadership training with Pauline O’Brien of CIS at the recent AISA 50th Anniversary Conference. Following are my notes and key takeaways.

 

It is important to consider when it is necessary to elaborate and be nurturing, and when I need to speak to the point, with authority, and with confidence.

***How do we as women build each other up and celebrate each other, rather than cut each other down?

Mark Logan – Why Can’t Women Lead?

From Joan Williams, Rachel Dempsey & Ann-Marie Slaughter’s book What Works for Women at Work, there are 4 patterns in the workplace:

  1. prove it again bias
  2. tightrope
  3. maternal wall
  4. tug of war

Owning our why…what brought us here. What compels us to lead? When thinking about the possibility of going into a headship, here are some desired characteristics, as well as potential questions that might be asked in the interview process.

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And here are some other random tidbits and knowledge nuggets…

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NASSP Principal of the Year Institute 2019

I had the great honor of being one of two Department of State Office of Overseas Schools principals who was recognized as a Secondary School Principal of the Year. I share that honor with Joelle Basnight, currently the High School Principal at the American International School of Chennai. The two of us were joined by 50 other recognized principals from each state in the USA for a week of professional learning and celebration in Washington DC from September 30 – October 4.

Over the course of the week we were able to network with colleagues, ground in our WHY, reflect on how to advocate for things we believe in, and celebrate the important work we are engaging in.

To start the week, we established our individual and collective WHY. Here is what our whole Principal Institute came up with: Empower students in a safe & equitable community, inspiring hope & belonging through radical love & caring relationships so each student will reach their potential through opportunities and access.

We had a lovely evening on the Monument Moonlight Bus Tour:

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While the 50 state winners went to Capitol Hill to advocate with their senators and congressmen/women, Joelle and I had a wonderful day at the Department of State with Tom Shearer, Mary Russman, Robin Heslip and Bea Cameron. We had a great tour of the 8th floor, and learned all about the history and antiques in this important space. We also met with Assistant Secretary of State for Administration, Carrie Cabelka. She presented us with a lovely certificate and also had lunch with us on the 8th floor. In the afternoon, we visited a newly opened public high school in Arlington that has some cool architecture, creative use of spaces, and also a Eunice Shriver Special Education Center. Check out these great photos of the recognition ceremony and our time with folks from the State Department.

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#poy2019 #poy19 #nassp

The International Educator: Diversity

This year, I changed my topic for my dissertation. I had done quite a bit of work on a review of literature last summer looking into the role of school leaders promoting psychological safety and how it can impact organizational learning in international school settings. However, with the work we are doing at ISK to explore diversity and cultural competency, I thought it might be interesting and timely to shift topics and further explore this new idea for my research. This felt risky and like diving into a totally new area of research, however I knew it would also be interesting and important. While I am passionate about equity and inclusive practices, I had not previously devoted as much time reading in this area. I have spent lots of time looking for ways to nurture acceptance and belonging, to create a positive school climate where everyone feels included, to consider a social justice approach to ensure our students learn about their social responsibility as global citizens….

So this year I started venturing into the work and reading. It started with co-chairing the ad-hoc Diversity Working Group (DWG) at ISK, consisting of parents, students, teachers, admin and board members. In early November, I presented with my director, David Henry, at the GRC recruiting conference in Dubai at the leadership huddle about our work. I then attended the NAIS People of Color Conference in Nashville, Tennessee at the end of November, which was an amazing learning experience! As our work continued, Pamela Pappas (the other co-chair of the DWG committee) and I realized that we wanted to share our learning and our journey. We tried to get published in the April edition of the Educational Leadership magazine, but our work didn’t get accepted. We did, however, get published in The International Educator. Check it out:

Cultivating the Courage to Listen and the Ability to Hear: Systematically exploring diversity at the International School of Kenya through an an ad hoc Diversity Working Group

Proud to Be Me Day: Celebrating Diversity and Identity in the ISK Middle School

ISK Middle School Construction Project

It has been so exciting for the last two years to be a part of designing a purpose-built middle school. The building project will take two years, with an expected move in of August 2021. Check out these great images of our new building plan.

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Last year, we convened a Middle School Building Design Committee to start dreaming and prioritizing our hopes for a new Middle School building. We were told to dream big, and that we did! We started our process with grounding in our ISK Mission and Vision and Educational Aims. We then considered the ISK pathways (integrated, personalized and experiential), in conjunction with our overarching goals around teaching and learning. The Committee based their work on best practices, referring to The Association for Middle Level Education and looking at images of other exemplar Middle Schools. The architect worked with the Committee, as well as meeting with various stakeholder groups to gather input and feedback to develop a concept design. With that in mind, we developed our design priorities.

Our Priorities for the new MS Building:

  • Be accessible: Wheelchair and washroom access ADA code
  • Have an appealing design
  • Facilitate the ISK learning goals (Aims, personalized learning, inclusion, technology, integrated learning)
  • Reflect the Middle School philosophy – teaming, meeting developmental needs
  • Plan for growth, provide for an increase in student numbers
  • Embrace the natural environment
    • Have natural light, consider airflow and rain (have covering when walking between classes), consider weather
    • Incorporate elements that appreciate that we are in Kenya
  • Have flexible spaces – outside balconies, large spaces, flexible spaces outside the classroom
  • Fit in with the architecture of the school

Our Middle School Building Design Committee continued our work this past year as well. With the concept designs firmly in place, our work this year was to refine the detail designs for the various learning spaces. The architect worked with the Committee and others to fine tune the details of what each learning space would look like.

All of this resulted in designing a gorgeous middle school that will include some spectacular features, such as a Life Centered Education Room (to continue supporting our goals around inclusion at ISK), a Teaching Kitchen with multiple cooking bays, a Black Box Theater, a Middle School Multi-Purpose Space, teaching spaces on the roof, balconies on each classroom to take advantage of the beautiful weather of Kenya and extend our teaching and learning spaces, flexible learning spaces and more. We also paired our project with the need for new High School Science Labs, and Dr. Blanchard and the HS Science Team went through a similar process to develop the designs for state of the art science spaces. We are so excited for this purpose-built school that will support our ISK goals for meaningful learning experiences for students.

We are pleased with the results and we have just broken ground on this exciting project. See photos below of our Groundbreaking Ceremony on June 3, 2019 and the building of our displacement classes.

 

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Proud to Be Me Day

Each year at ISK, we celebrate International Day in January/February. It is a proud celebration of our rich diversity, often with over 80 different nationalities represented from PreK to grade 12. It is a coordinated event, with a Parade of Flags in the afternoon that the whole school participates in, followed by an after school Taste of Nations event hosted by the PTO. While the event is fabulous and promotes pride, diversity and how it makes our community special, some critique in the past has been the extent that it is a more shallow celebration of our diversity, only focusing on “Food, Flags and Fun”.

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This year, I was looking to expand our celebration of diversity and identity beyond the International Day parade of our nationalities. Then, two 8th grade students approached me with a similar request: to expand our celebration on International Day to also honor the other aspects of our identity through student-planned and -led workshops. We ended up getting at total of 13 students and 13 teachers to prepare 4 different workshops to our entire middle school. See details below.

Purpose:

  • To raise awareness about different aspects of identity and how it contributes to our community’s diversity
  • To nurture an open mind and heart to expand our inclusive community
  • To increase awareness, acceptance, and a sense of belonging
  • Increase sensitivity about the impact of our actions and words

Preparation for Proud to Be Me Day

Proud to Be Me Day — January 25, 2018
8:20-9:00 Opening Assembly

  • Acceptance, Inclusion, Sense of Belonging
  • Our diversity is made up of so many identifiers
  • Arts: poems, spoken word, artwork, music
  • Ground Rules
9:15-9:45 Workshop Session #1
10:00-10:30 Workshop Session #2
10:45-11:15 Workshop Session #3
11:15-12:00 Lunch
12:00-12:30 Workshop Session #4
12:45-1:30 Advisory Debrief – then prep for Parade of Nations
2:00-3:20 Parade of Nations
3:30-5:00 Taste of Nations

Essential: need to establish ground rules so that everyone feels safe.

Each grade is broken into 4 groups and rotate through 4 different workshops.

  • 6th grade has 4 groups
  • 7th grade has 4 groups
  • 8th grade has 4 groups

There are 3 workshops of each topic happening at the same time. 12 total workshops at any given time. Each of the 12 presenters gives their presentation 4 times throughout the day.

Neuro-diversity Group: Learning differencespresentation & lesson plan

Inclusion everywhere and every day. This group hopes to advocate for all of the different ways people think and learn. Student and teacher presenters will create empathy, acceptance, and understanding through hands-on activities that promote all types of learners in our school.

Gender – presentation & lesson plan

This workshop will examine gender stereotypes for both boys and girls. Students will also explore the topic of gender equity and look for opportunities to break down generalizations and biases.

Racepresentation & lesson plan

This workshop will raise student awareness about racial identity. The big takeaways students are hoping for are:

  • Students will understand that we shouldn’t make assumptions based on appearances;
  • Race identity is complex, especially in our globalized setting and international schools like ours, where we have many mixed-race students;
  • Students will understand the dangers of generalizations and stereotypes; and
  • We will acknowledge what is okay and what is not okay; looking for how to ensure we are not offensive and understand the impact of our language and actions.

LGBTQ presentation & lesson plan

This workshop will raise awareness about LGBTQ and the power of our words/actions. It will also seek to increase acceptance and respect. Students will uncover stereotypes, offensive language and also understand that the conversation about sexuality is still evolving in some counties, like Kenya.

It was a fantastic day and a great way to start conversations about identity, acceptance, raise awareness, and seek ways to expand our inclusion and sense of belonging. Check out some of these great ‘takeaways’ from students from one of the workshops.

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Goodbye AES! Goodbye India!

We are preparing for our move to Nairobi, Kenya and it feels like I am finally ready to document my goodbye to AES and India. I feel so fortunate to have spent the last 8 years of my life in such an incredible and nurturing place. We saw our children grow from curious toddlers into lovely 10-year-old girls. Stewart and I also grew significantly as people and as professionals.

How we spend our days becomes how we spend our life, and I am grateful that I spent the last 8 years in New Delhi. We also know that we chose to make a life overseas to travel, explore and experience new countries and cultures. So after 8 years, we feel like our bellies are full and we are ready for a new adventure. AES and India will always be close to our hearts, and we hope to come back soon. It is with open minds and open hearts that we are ready to move to Africa for new experiences.

Schmids at the Taj Mahal, September 2009.

Isabella (l) and Sophia (r) on our last day in India, June 2017.

Here is an assortment of photos that show the amazing experiences and growth as a family during our time in India. Below is roughly what Stewart and I read at the Faculty Farewell Dinner, where we had an opportunity to express our gratitude and say our goodbyes to our home:

As we have been reflecting on the last 8 years in India, there are 2 words that are overwhelmingly mentioned in our house: love and gratitude. There is something special and magical about AES. Part of that it because we are located in India. Incredible India. We love India and there is so much about India that we will miss – the smells, the culture, the celebrations, the diversity, the people…..The incredible-ness of India is a part of what makes AES so amazing.

When we were hired here, I remember some words of wisdom that Bob shared about AES. He said that no matter what challenges were happening in our lives, our task each day when we come to work is to leave our problems at the door, because our students deserve nothing less than our best selves. We felt inspired to join a school that he described as a place where we have the special and important task to influence children in a positive way. That has stayed in our hearts during our time here. We have appreciated that AES is a place where we live our mission, where we are student-centered, where we have shared beliefs and common language, a shared quest and a spirit of genuine inquiry and wondering, where we are intentional about how we do things, and a place where people come first.

That last one is an important one. I was recently having a conversation with with many teachers who have now departed AES, and we were talking about all the things that will stay in our hearts from AES, even long after we leave. We shared: that we are a community of learners, open to possibilities and continual growth; that we are thoughtful and intentional about how we work together, grounding ourselves with common learning experiences and shared beliefs; that we are a place that believes in our staff, and support them to grow and develop; and above all else, that at AES we think about relationships and how others feel, to lead each of us to be our best, most inspired selves. AES is a place where people love to come to school, and with our shared vision and mission, our colleagues create our TRIBE.

We have so much to be grateful for from our time at AES. We are grateful to have had administrators that believed in us 8 years ago, and who nurtured our growth over our time here. AES has been a place of opportunities. I am so grateful that I have been able to grow from classroom teacher to teacher leader to assistant principal during my time here. And I feel fortunate for the top notch mentors I have had along the way on that journey. We have been so lucky to learn from and with the best of the best here, and it has inspired us to grow and improve. So our first thank you is to all of the people past and present who have served as mentors and role models to me and Stewart.

We have also been having lots of conversations at home to process our move with Sophie and Bella over the last few months. We have talked about the incredible gifts that India and AES have given to us, and all that we love and appreciate. We came here when they were 2 years old — we were still baby-wearing them to orientation meetings! Now they are thoughtful 10-year-olds who have been fortunate to have been shaped and influenced by an amazing team of educators. Through any challenges they have faced (and in those early years it included some visits to Peggy’s office!), the girls have been shown love and patience, and the school has taken an approach to shine a light on their strengths and gifts. That’s pretty amazing as a parent.

India is pretty much all our kids know, and it is home for them. They love everything that AES and India has offered them, from all of their incredible teachers to all of the familiar faces they see each day, including the malis and custodians and food services and Alka at the reception. They love to give big strong hugs, and there have been so many people that they love and hug here at AES.

A famous quote by Lev Vygotsky pretty much sums up our feelings of gratitude and love. “Through others, we become ourselves.” We are so grateful that we have spent the last 8 years growing as people and as professionals because of our experiences and all the people at AES, past and present….with hearts overflowing with love and appreciation, thank you AES. You have touched our hearts forever.

Middle School Socials

As a part of our student leadership model, each quarter students from each grade plan our Middle School Socials. I am really proud of the way that students are involved in the process. It starts with a proposing and narrowing process for determining the theme, then includes students making special requests for food, determining activities (including what movies they want to show, for example), developing posters and communications, creating a skit or video to advertise at assemblies, and what the decorations should look like. There are usually anywhere from 20-50 students who help to plan these events, and it is a great way for students to get involved, find their inner leader, and put on some super fun socials! Of course, it is all possible because of our amazing head of facilities, Sarabjeet, who helps to pull of some incredible decorations for us.

Some favorites are the Pride Social, Bleeding Hearts (that was Friday the 13th, which was the day before Valentine’s day), and actually all the socials this year.

Here are photos from our Formal Masquerade social in December. It was planned by our 8th grade students. It included a special ‘coke floats’ room that had entry based on grade level at different times, ping pong, movies, mask making, dancing and hanging out.

Here are photos from our Hollywood themed social in March, which was planned by 7th grade students. We had a red carpet, Oscars for various ‘best dressed’ awards, an outside movie, ping pong, our usual dancing and some places to hang out.

Here are some photos from our recent Pride themed social, planned by 6th grade students. I was super proud of them for choosing this theme. They expanded it beyond gender and sexuality acceptance, to embrace all that our AES mission talks about – inclusion, diversity and acceptance for all race, religion, etc. There was a photo booth, dancing, ping pong, an indoor and outdoor movie, diving competitions at the pool, a wall for people to say what they were proud of, and plenty of space to hang out with friends.

 

Earth Day 2017

Each year, the AES Middle School celebrates Earth Day in some manner.​ This year we took a full week to celebrate the Earth and ended with a March for Science on campus on Friday, April 21st.

Official Earth Day Theme
This year, the Earth Day Network has partnered with the March for Science (#sciencemarch and #marchforscience)​. The theme for this year’s official event on April 22nd​ was Environmental and Climate Literacy. At AES, that meant building on our strong science curricular foundation, encouraging our students to think about the environmental issues that are important to them, and helping our students find a way to actively be ‘responsible, compassionate global citizens’.

Opening Assembly
The week leading up to Earth Week, the Green Team created a short video to inspire and get the middle school to start thinking about Earth Week.

We then kicked off the week with an opening assembly led by our student Green Team. We had two distinguished guests – Mr. Kamal Meattle, from the Climate Reality Project (check out his great Ted Talk below) and Mr. George Sibley, the Minister-Council for Economic, Environment, Science and Technology Affairs at the US Embassy.

Photos from our opening assembly for Earth Week, led by student Green Team. It also included guests: Mr. Meattle and Mr. Sibley.

Advisory
Throughout the week, students worked on CREATING something that helped them to advocate about the environment or science. This included posters, digital art, and poetry.

Students and teachers used 3 advisory sessions to CREATE related to their Earth Day topic of choice.

A couple of samples of students creating art that speaks to what they care about related to science/environment.

March for Science
On Friday, the Elementary School and Middle School, along with parents and administrators and some invited guests Marched for Science on our school’s campus to advocate and raise awareness about Environmental Literacy. We used the Official March for Science hashtag — #sciencemarch & #marchforscience and also our own hashtag — AES March for Science — #aessciencemarch It was a great morning, with positive energy and lots of passion for science and the environment!

We even had our own logo, designed by two students: Marin Hirono & Ritvik Kumar

Check out the great photos from our March for Science!

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In the morning, we hosted a tree planting on our campus with several ambassadors from Delhi, and our Green Team Students assisted.

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The following resources were compiled from a number of contributors (primarily thanks to Richard Frazier):

Resources:
Earth Day: Lesson Plans, Reading Lists and Classroom Ideas from Edutopia

What Exactly Are People Marching For When they March for Science? from the Atlantic

When Someone Tells You “the Climate is Always Changing” Show Them This Cartoon

Free Posters Celebrating Mighty Girls in Science

Half the Earth

Videos:
23 Reasons to Be Cheerful (Thanks to Science) (5 minutes)

How to Grow Clean Air Ted Talk by Kamal Meattle (4 minutes)

Youth Advocates:
Earth Guardians:

Our Children’s Trust

Youth Activists Score Big Climate Victory in Small Minnesota Town

Local:
Vote Green in Delhi Elections

9 year old girl files lawsuit against Indian government

Cultural Forces: Physical Environment

According to the Cultural Forces, from Harvard Project Zero’s Making Thinking Visible, being thoughtful about the physical environment is important. Intentionally using the space for the kind of thinking and learning we want to happen results in better thinking and learning. Also, creating a warm and inviting space, allows students to feel safe and excited to learn.

There was a great article a few years ago about Why the 21st Century Classroom May Remind You of Starbucks. Cult of Pedagogy has started a ‘Classroom Eye Candy’ series, showcasing classrooms that break out of traditional rows and starkness, to consider flexible seating, and creating inviting spaces to inspire learning.
A Flexible Seating Paradise
The Funky Science Lab

Flexible Classrooms: Providing the Learning Environment Students Need from Edutopia

At AES, we have really invested in our spaces, and I have been so impressed and inspired by what teachers have done to create magical learning spaces! The following photos are just a small sampling of some of our amazing classrooms. I could have added so many more photos…..Check it out:

Kevin’s Humanities Classroom:

Kevin’s Humanities Room: Many teachers have couches and pillows at the front of their rooms for mini lessons.

Kevin’s Humanities Room: Not enough desks for students – on purpose. Lots of flexible spaces for students to chose what works for them.

Kevin’s Humanities Room: Thinking about function, as well as comfort/inspiration.

Amy’s Humanities Classroom:

Amy’s Humanities Room: Prayer flags, lot of books on display, and comfy seating in the front of the room.

Amy’s Humanities Room: Another angle. Lots of anchor charts that document their learning and mini-lessons.

Amy’s Humanities Room: Bean bag corner by the window.

Nathan’s Math Classroom:

Nathan’s Math Room: Tables for collaboration & group work, baskets on each table with supplies, lots of manipulatives and materials available.

Christie’s Humanities Classroom:

Christie’s Humanities Room: Comfortable seating in the front – cozy, warm & inviting space.

Christie’s Humanities Room: Lots of books to choose from in the classroom library.

Christie’s Humanities Room: Cozy corner seating area to curl up with a book.

Jeni’s EAL Classroom:

Jeni’s EAL Room: Bright colors, paper star & paper lantern decorations. Table toppers with EAL tips.

Jeni’s EAL Room: Fun seating in the back of the room – great for advisory lessons! And lots of anchor charts around the room.

Jeni’s EAL Room: Looking at the front of the classroom.

Courtney’s Humanities Classroom:

Courtney’s Humanities Room: Lots of flexible seating – high tables, low tables, couches….

Courtney’s Humanities Room: Space for a small breakout group. Professional reading on display in the corner.

Courtney’s Humanities Room: The book nook. Book recommendations on display and a great spot for read-alouds!

My Office:

Alexa’s Office: When you walk in my office, lamps make it feel more warm than just the overhead lights.

Alexa’s Office: It is a small office, but cosy. Rug and nice Indian coffee table, friend’s artwork, vibrant flowers, prayer flags, plants. Hoping it will feel inviting and safe.

Alexa’s Office: Looking back from the opposite angle. Also, lots of games, puzzles and picture books for when kids need to spend some time in my office.