The recent events around the world have highlighted the issues of racial justice and equity across systems and institutions, including those within educational settings. As educators, we are revisiting what it means to create more inclusive learning spaces where diversity is an asset to the school community.

Why is this important to teaching and learning? Micro-aggressions and other forms of implicit bias negatively impact readiness for learning by producing high levels of stress hormones. Chronic stress keeps the brain in a state of alert and anxiety that makes learning nearly impossible. While we say we value diversity and inclusion in our classrooms, many students of color report that they have been subjected to overt and subtle racial micro-aggressions in the classroom. So, how do we create anti-racist learning environments that allow all students to have a sense of belonging in the classroom so they can reach their full academic potential?

In this interactive series, educator and best-selling author, Zaretta Hammond, will address these important questions. She will present principles and practices that allow teachers to create a classroom culture that is inclusive and leverage its diversity for the benefit of all students’ deeper learning, based on her book, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students Teaching (Corwin, 2015).
Potential Audience: Who is The Workshop For?
This workshop is for school leaders, classroom teachers, and school counselors
Outcomes and Workshop Objectives
Participation in this workshop will enable participants to:
  • Understand the connection between students’ readiness to learn and negative racial experiences in the classroom

  • Identify the different types of subtle racial micro-aggressions and learn new moves to neutralize them without creating conflict or awkwardness

  • Create an inclusive classroom community that supports a sense of belonging for all students but in particular those historically marginalized

  • Build their own capacity to talk about these issues with ease and clarity
AGENDA OVERVIEW:
SESSION 1
Exploring the Pillars of An Anti-Racist Classroom
  • How do we translate our vision for an inclusive, welcoming learning environment into reality?
  • What does the science of learning have to do with anti-racist education?
  • What are the 6 hallmarks of an inclusive, anti-racist classroom?
  • How do we recognize the differences between an individual’simplicit bias and institutional policies and practices that create a biased, socially-emotionally “hostile” environment to the learning brain?
  • How do we learn to identify the negative racial narratives operating in our school environments?
  • How do we do conduct a gap analysis between our vision of diversity and inclusion and the reality of our current state?
SESSION 2
Assembling and Implementing the Building Blocks of An Anti-Racist Classroom
  • Understanding current reality in order to assemble the right building blocks
  • Identifying what practices needs to be discontinued and discarded
  • Rebalancing the cultural ways of being and belonging
  • Reverse-engineering anti-racist policies, practices, and protocols
  • Dealing with the human side of change and resistance
  • Implementing small but high leverage changes
SESSION 3
Building Your Will and Skill as An Anti-Racist Educator
  • Who do you need to be in order to create and maintain an anti-racist learning environment?
  • How do you create both an anti-racist lens and a bi-cultural lens?
  • What do you say and do when witnessing micro-aggressions?
  • How do you increase your racial and cultural literacy?
  • How do you organize yourself for your own personal internal anti-bias work?
SESSION 4
Making It Stick By Shifting the Narrative
  • What will be our new set of “counter narratives” that guide us?
  • How do we make these changes stick in light of the overwhelming current of the status quo and past history?
  • How do we hold ourselves accountable to protecting the social-emotional wellbeing of students of color?
  • How do we engage all parents, but especially White parents in this effort?
  • How will we take care of our own social-emotional wellbeing while doing this work?
 
Zaretta Hammond
It’s funny. These days a lot of folks are calling me “Dr. Hammond” since the book has become required reading in many teacher education programs and school districts. Well, to set the record straight, I am not a PhD. I do have a Master’s degree, but I consider myself a “boots on the ground” teacher. I call myself a former writing teacher turned equity freedom fighter. My heart is forever with children and teachers in the classroom, not in an ivory tower, even if these days most of my “students” are new leaders and pre-service teachers. [A quick note: Not throwing any shade at all the PhDs out there doing the work.]

When I was in the classroom back in the day, I taught composition (expository writing). It was where I started to understand how important literacy was to equity, and how neuroscience and culture should inform our instructional practice.

Since leaving the classroom, I have done work as a curriculum designer and professional developer at organizations such as the National Equity Project and the Annenberg-funded Bay Area School Reform Collaborative (BASRC) in the San Francisco-Bay Area. I am a trained facilitator in anti-bias processes and have facilitated groups focused on learning to talk about issues of racial politics and privilege.

My primary work has been linking instruction, equity, and literacy. I have spent time as an adjunct instructor at Saint Mary’s College in Norther California where I taught Adolescent Literacy and trained tutors and parents in reading support strategies for struggling students of color.

As an undergraduate, I attended University of California, Berkley before finishing up my degree at New York University where I majored in English Literature with a minor in Writing. I completed my Masters in Secondary English Education, with a Concentration in Writing Instruction at University of Colorado, Boulder where I simultaneously did my teacher certification program (starting three months after the birth of my son. I do not recommend this).

For the past 25 years, I’ve maintained a small, independent education consulting practice from which I do my research and writing as well as support schools doing deep instructionally-focused equity work.
 
DATES & TIMES:

23rd, 30th October & 6th, 13th November 2021

Each Session is for 2 hours.
CDT 4:30 am | EST 5:30 am | London 10:30 am | Zurich 11:30 am | Dubai 1:30 pm | India 3:00 pm | Hong Kong 5:30 pm
Melbourne 7:30 pm
INVESTMENT
 
USD 400 Per Participant
USD 350 Per Participant for a Group of 4
INCLUDES: Certificate of participation for 10 Professional Development hours.
Upcoming Workshops
Accelerating Learning with Culturally Responsive Teaching
- By Zaretta Hammond
25th September, 2nd, 9th, 16th October 2021
Reading Conferences Reimagined: Teaching Children To Be Independent
Comprehension Decision Makers An Online Workshop (Grades 2-8)
- By Dan Feigelson
9th, 16th, 23rd, 30th October 2021
Differentiating Instruction: An Online Hands-On Workshop
- By Carol Ann Tomlinson
1st, 8th, 15th, 22nd November 2021
Emails:
www.chaptersinternational.com
+91-9818362535