closing activity - discussion leader

What is a positioning statement?

• an acknowledgment of your racial-ethnic group membership, prior knowledge, or life experiences in relation to your curriculum

• a statement saying where someone is in the room

• a statement to get someone to change their mind

• a command to move an object

What is the difference between being "not racist" and being "anti-racist"?

• There is no difference.

• Being "not racist" means ignoring race, while being "anti-racist" means actively combating racism.

• Being "not racist" means protesting racism, while being "anti-racist" means supporting segregation.

• Being "not racist" requires no action, while being "anti-racist" means avoiding all discussions about race.

Why is it harmful for teachers to stereotype students?

• It helps teachers set clear expectations for different groups.

• It allows teachers to connect with students more easily.

• It takes away students' autonomy and individuality.

• It makes grading and classroom management simpler.

Why is it important for teachers to acknowledge their own racial/ethnic identity in the classroom?

• It helps students understand that teachers are always correct.

• It allows teachers to relate to students without any bias.

• It prevents students from being vulnerable about their own identity.

• it encourages honest discussions and shows that everyone has a racial identity.

What is one way a teacher can build stronger relationships with students and combat stereotypes?

• Share appropriate aspects of their own identity and experiences

• Keep all personal details private to maintain professionalism

• Only engage with students of the same background as them

• Avoid asking students about their experiences to prevent discomfort

What should teachers be mindful of when sharing their identity with students?

• Avoiding making students feel like they must relate to or agree with the teacher’s experiences

• Ensuring that students know everything about their personal life

• Using personal stories to gain authority over students

• Only discussing aspects of their identity that fit the majority culture of the school