Issue link: http://educator.cta.org/i/1512793
Behind the Screen Gretel Rodriguez, a member of Sweetwater Education Asso- ciation, has a unique perspective when it comes to building an inclusive classroom. While she taught high school English in person for 19 years, including AP English, for the past three years she has taught online to English Language Development and other students. "I've had to be creative both in the classroom and online to make students feel included," she says. "Online, I change my backgrounds to match the topic of discussion. I use the poem In Lak 'ech [by playwright Luis Valdez : " You are my other me. If I do harm to you, I do harm to myself. If I love and respect you, I love and respect myself "], which helps build community. We use Padlet , which is inclusive. "I make sure as I get to know my students that there is representation of all those who self-identify in every small group, and that students in groups are diverse." She has noticed a growing number of queer students in her online classes because "they cannot transition physically with other students." " These are ways to include the quietest person in the class- room, and it encourages everyone to speak," says Rodriguez, adding that such activities create an atmosphere where students can speak in a non-evaluative manner. Rodriguez knows inclusion matters — and not just in the class- room. One of her sons is queer and was bullied in high school; another is high-functioning autistic. The recipient of a CTA 2023 Human Rights Award, Rodriguez is a longtime social justice and women's advocate at the local, state and national levels. She has worked with her school's Black Students Union, Gay Student Alli- ance club and MEChA club (for Chicano students), among others. Her in-person classroom at lunchtime was open to all; special education teachers would send their students during that time because it was a safe place to eat and meet others. TIP: To ensure all students' voices are heard, Rodriguez will have them talk in pairs about a specific lesson or discussion topic, to lessen their anxiety. The pairs then designate one person to speak; whoever spoke last cannot talk again. Or she might use the four-corner debate method, where students choose a response or opinion to a statement or question, discuss with like-minded peers, and then speak to their choice. from Alma Galapon and Skye Tooley: • Be mindful of who makes up your classroom. Teach students, not curriculum. • Build libraries with diverse authors and characters. • Center your students and be intentional about who they are. • Create expectations for your classroom. How do they care for self, others and community? • Set the foundation: The classroom is "ours." • Celebrate students through identity work. • Create space not just for your students but also their families. • Classrooms tend to be cold spaces — be flexible in space, layout and seating. Create a comfortable place that helps students learn. • Use words and language authentic to student experiences. Name racism and hate. • Break down isolation. • Focus on the joy of who your students are. • Find a colleague at your site who is willing to do inclusion work with you. If you can't find one, find a fellow member of your local. Lean in to people who are there to help. • Work with your local association to help determine your community needs. • The CTA Human Rights Cadre can support diversity, equity and inclusion at your school. Tips on Building Inclusive Classrooms Gretel Rodriguez Union Connections Alma Galapon, Gretel Rodriguez and Skye Tooley are deeply involved in CTA union work, at the local chapter level and statewide. All are CTA Human Rights CADRE trainers, passionate about developing racial and social justice perspectives of fellow CTA members. Their focus on inclusion and equity includes chairing CTA caucuses, serving as State Council delegate, and creating and curating resources and curriculum for students. 25 D E C E M B E R 2 0 2 3 / J A N U A R Y 2 0 24