Perhaps it is true that only some employees really agree with the changes, while you feel the resistance of others. If this sounds familiar, you may feel that this piecemeal approach lacks cohesion, that even if you and your colleagues have changed your practices to some extent, something is missing.
All the others gave extremely positive reviews. Of the 300 participants who registered for the course, only three did not complete it. This is what we call the productive imbalance. “We actually strengthen the educator`s ability to stay engaged when things get uncomfortable to increase my ability to feel uncomfortable.
“We have to feel uncomfortable,” Singleton says. Because race certainly affects our schools, our students, and our work as educators, and if we ever want to make real progress on race-related issues, we need to be able to talk about it openly, honestly, and productively. Where is the best place to start? Any ideas? I don`t want to offend anyone, but I`d love it to be welcoming and welcoming to others.
#GLEN SINGLETON COURAGEOUS CONVERSATIONS HOW TO#
I could really use some tips on how to start lesson plans with CCAR tools at our Park Springs Elementary School. “Educators (had) difficulty understanding the population they served and how to apply some of the policies and practices we implemented.” I am currently taking your course in Broward County, Florida. Listen to my interview with Glenn Singleton and David Watkins (transcript): As in so many districts across the country, there was a cultural disconnect between the teaching population and the students they served. A set of instruments is called the four chords. During the process of exploring why, the course also helps teachers take an in-depth look at their own beliefs and equip them with tools to talk about them. The course, supported by PCGs EducatorEd, is based on the idea that one of the biggest barriers to progression on racial issues is people`s discomfort in talking about it, giving participants the tools they need to have these difficult conversations. A key element of the Courageous Conversations protocol is the four agreements, rules for participating in these difficult discussions.Įven without taking the course, learning these four chords can shed light on what it takes to progress in a conversation about race. Regardless of your ethnicity, conversations about race feel like they`re loaded with landmines just waiting to go. “How can they allow this very important rich conversation to take place in their room, but not make themselves vulnerable to a misstep in communication and potentially cost them their jobs?” It`s not easy to talk about race. For fear of misunderstanding these conversations, many teachers have simply changed the subject. Recent events have added another level of difficulty: teachers felt ill-equipped when students wanted to talk about the racist stories that kept appearing on the news.
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