Sound familiar? The above statement expresses the sentiments of many teachers. Time is always a factor in the school day, and teachers are not wrong to safeguard it as a precious commodity.

At the same time, there are teachers whose reasons for not addressing diversity issues in the classroom have less to do with time than with fear of conflict and concern about their competency to handle such discussions. In addition, there are teachers whose own life experiences have not included many opportunities for interaction with diverse populations, who can feel uncomfortable addressing issues of differences in light of their limited firsthand experiences.

"Racism" is a word often spoken in hushed tones, as though it were an unmentionable subject, like a fatal disease. And to make matters more difficult, schools of education, administrators and colleagues often do not provide much expertise or support in this arena for teachers.

Recognizing that there are many legitimate reasons for teachers to be apprehensive about raising diversity issues in the classroom, the following list of teaching practices is offered to assist those who want to begin creating a safe classroom climate conducive to an honest exchange of ideas. The list is not meant to be comprehensive; rather it is intended to provide a good place to begin the journey.

I. KNOW YOURSELF

Examine your own cultural biases and assumptions. Ask yourself if your understanding of cross-cultural miscommunication includes the idea that such misunderstandings are the result of a clash between two cultures, and not caused solely by the person whose ethnicity is not of the dominant mainstream culture.

II. LAY A FOUNDATION

Lay a foundation by establishing ground rules and by defining terms. The ground rules serve as community norms that everyone in the class agrees to abide by. Ask students to develop these norms by thinking about what classroom conditions would have to exist in order for them to feel they can share their ideas and feelings openly. Keep these guidelines posted in your room at all times, and remind students that every person, not just the teacher, is responsible for seeing that the ground rules are adhered to. Define terms so that students develop an appropriate vocabulary for discussing equity issues.

III. INTEGRATE

Integrate diversity issues into all aspects of your regular teaching. Don’t relegate addressing equity issues to "special" or "multicultural" time. "Valuing Difference" should never be a unit of study or a weekly, monthly or yearly theme; the concept is so basic it should be on integral part of everything that occurs in the school.

IV. ALLOW FOR MATURATION

Allow time for the class to mature. Introduce less complex topics first, and create time to establish trust. Recognize that the long history of mistrust between people in different groups will not dissipate overnight.

V. ESTABLISH GOODWILL

Establish an environment that allows for mistakes. Since most of us were acculturated into racist, sexist, anti-Semitic and homophobic (to name a few!) ways of thinking unconsciously and unwittingly, we must acknowledge that intolerant thinking will surface from time to time in ourselves and others. Create a climate in the classroom where such behavior can be addressed without fear of retribution. Model nondefensive behavior in the face of being told that something you said or did was offensive to someone. Make assuming goodwill a common practice in your classroom. Recognize that assuming goodwill is harder for people who are usually on the receiving end of discriminatory treatment than for those who are not.

VI. KEEP LEARNING

Be a model of lifelong learning. Keep abreast of current issues such as affirmative action and the "English Only" movement. Clip articles from newspapers and magazines and post them in your classroom. Make sure your words and actions match your expressed beliefs. Let students know that you consider yourself a learner in these issues, and that you see yourself as part of the learning process.

VII. AVOID PREACHING

Avoid preaching to students about how they should behave. According to research, preaching and exhorting do not work with students. In fact, such methodology often produces a result opposite from the desired effect. The same holds for books and. videos that convey an over-simplified "brotherhood message." Such material makes it easy for students to tune out because they already know the "right" answer. Provide opportunities for students to resolve conflicts and solve problems

VIII. USE "EMERGENCY" LESSONS

Interrupt name-calling, slurs, jokes, teasing, excluding or other prejudicial behavior whenever you see it occur. A teacher’s failure to address an incident of prejudice can signal to students that such behavior is acceptable. Create an "Emergency" lessons file in which you keep lessons that address issues of prejudice and discrimination.

IX. SHARE PERSONAL EXPERIENCES

Sharing life experiences in class can help students develop empathy. Make your classroom a place where students’ experiences are not marginalized, trivialized, or invalidated. Be careful not to create a hierarchy of oppressions where students will be vying far victim status based on their membership in targeted groups. At the same time, acknowledge that experiences in which prejudice and/or discrimination have occurred are unique and cannot be equated one with another.

X. REVIEW RESOURCES

Review materials so that classroom displays and bulletin boards are inclusive of all people. Insure that the books and videos you use do not reinforce existing stereotypes; point out such examples to students when you see them. Don’t trivialize culture so that it is reduced to the three usual F’s: foods, festivals and famous men.

AND FINALLY...

Always remember the awesome power we have as teachers; let us use it wisely and well.

"As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated and a child humanized or dehumanized."

-- Hiam Ginott