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Queering the Classroom

Queering the Classroom. This is a near-paperless session: navigate to nickhartfield.com /resources. About me. Nick Hartfield (Bay Area ‘11) Director of Institute Technology K-5 Science teacher & district science lead. Lilette and Jasmin , 4 th Grade. About me.

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Queering the Classroom

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  1. Queering the Classroom This is a near-paperless session: navigate to nickhartfield.com/resources

  2. About me • Nick Hartfield(Bay Area ‘11) • Director of Institute Technology • K-5 Science teacher & district science lead Lilette and Jasmin, 4th Grade

  3. About me • San Francisco LGBTQ Speakers Bureau • Trans/genderqueer identity • He/him/his or no pronouns • From PDX Lilette and Jasmin, 4th Grade

  4. Why (personal) • Queer support in the classroom can bolster empathy as well as provide a sense of support for those students struggling to figure out their identity. • You will have queer students. • Students start to figure out their queerness very young • Not every queer student makes it to college due to harassment in schools and a lack of support.

  5. In the next 45 minutes: • Re-examine a familiar framework for thinking about student safety and achievement • Build capacity in high leverage areas for queer student safety and support • Begin to think about elements to incorporate in classroom and school community

  6. Maslow’s Hierarchy of Needs

  7. Maslow’s Hierarchy of Needs College-bound College-bound

  8. Physiological Needs

  9. Increase Safety and Security • Management plans • School-wide policies • Intervene 100% of the time

  10. Safety and Security: Intervene GLSEN 2011 National School Climate Survey

  11. Safety and Security: Intervene • There are academic and emotional repercussions to allowing statements to go unaddressed. GLSEN 2011 National School Climate Survey

  12. Safety and Security: School Wide policies • DASA: Dignity for All Students Act • Mandates providing protection for all sexual orientations and gender identities at school • Also mandates instruction into sensitivity toward these populations

  13. Maslow’s Hierarchy of Needs College-bound College-bound

  14. Love and Belonging • Building classroom community • Connections to the larger world • Sense of possibility for living a queer life • This is where you get to have fun with units, curriculum, guest speakers, and the like.

  15. Building Community • Resources: • FAIR Education Act (www.faireducationact.com) • Lesson plans for all grades • Welcoming Schools (www.welcomingschools.org) • Elementary school culture curriculum and PD resources • GLSEN (Gay, Lesbian & Straight Education Network) (www.glsen.org) • Diversity and anti-bullying lesson plans, GSA resources

  16. Building Community • What other supportive structures have you seen in schools? • What have teachers done that have shown their support for LGBTQ students? GLSEN 2011 National School Climate Survey

  17. Maslow’s Hierarchy of Needs College-bound College-bound

  18. Self-esteem • Je ne sais quoi. • Individual relationships with your students will reveal more.

  19. A note to queer educators • It will be OK • Focus on teaching the kids well • Build alliances

  20. A note to straight educators • Allyship with queer educators often means being the face of advocacy at your school. • Seek out and support the needs of queer educators at your school.

  21. Questions? Contact me anytime: • me@nickhartfield.com • nickhartfield.com/resources

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