Unfortunately, the constant negative images widely publicized of Black people (males in particular) attacks the psyche of all people. Black students internalize these negative images which can lead to feelings of low self-esteem and limited self-worth. Educators can provide positive comments within the classroom that promote positivity and challenges stereotypes, prejudice, and discrimination. Research documents when a child feels self-confident, they are able to cope and appropriately respond to discrimination which greatly aids in reinforcing the child’s positive self-image and identify. Educators can reinforce positive messages and leverage the use of present-day resources and curriculum that validate these contributions. Challenge Question: In what ways do I promote positive racial identities of Black people on a consistent basis? What present-day materials and curriculum do I bring to the classroom --what additional resources would I add? Establish High Expectations, Provide High Support, Give Much Love: Some educators struggle with creating balance within their classrooms, opting to enact authoritarian demeanor and rules. Others tolerate chaos and excuses and become frustrated when they are unable to manage behavior in their classrooms. Highly successful learning environments find the right mix: a balance that sets high expectations for students and supports the dignity and worth of every student, while maintaining order. Educators are perfectly positioned to promote high expectations while leveraging team approaches to problem solving in a manner that does not compromise expectations but rather encourages resources to support the needs of the student. Challenge Question: How do I personally define high expectations for students and what processes do I leverage to determine what supports a student may need? What evidence do I have that documents my consistent response to establishing high expectations where all students feel they belong? Establish Windows and Mirrors: White children’s positive sense of self is reinforced through media and in life. The media shows an overwhelming number of Whites in positions of power, which can consciously or unconsciously influence who has worth and/or power. Often, even when a student has a Black teacher, other positions of power may be overwhelmingly White, so students see that as well. Helping all students see themselves as contributors to society and as leaders is vital. History has often intentionally “left” out significant contributions made by Black people. The lack of accurate historical facts has created a subtle but extremely powerful perception of the absence of noteworthy contributions of Black people. Educators who expand their knowledge outside of the “traditional,” history books will find insightful and accurate historical artifacts showcasing numerous contributions of Black people. Challenge Question: What specific opportunities do I leverage to learn more about the history and contributions made by Black people? How can I incorporate these learnings into my classroom? Serve Holistically: Preparing students to succeed for the 21st century and beyond requires students to be grounded in college- and careerreadiness and support students with pursuing robust post-secondary options. A holistic education supports the “whole child” and integrates the concept of school, business and community. Research and practice confirm that a whole child approach to education develops and prepares students for the challenges and opportunities of today, tomorrow and for the future. The “whole child framework,” integrates health and education and is centered around maintaining the best interest of the student at heart. When public schools incorporate the voice of diverse stakeholders across many systems that “directly or indirectly,” touch the life of a student and their family, the opportunity for shared responsibility and collective impact is elevated. A whole child approach ensures each student is healthy, safe, engaged, supported, and challenged The URBAN EXPERIENCE | 2020 21
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