Just Level the Playing Field and Watch Me Excel
Format
Individual Presentation
First Presenter's Institution
Principal Kafele Consulting
Second Presenter's Institution
N/A
Third Presenter's Institution
N/A
Fourth Presenter's Institution
N/A
Fifth Presenter's Institution
N/A
Location
Ballroom A
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Head: Academic Achievement & Leadership
Relevance
Presenter will provide.
Brief Program Description
This engaging, interactive, and self-reflective session focuses on equity at the classroom level. It challenges teachers to look within themselves relative to how they relate with all students. It challenges teachers to confront whatever biases they bring to students that may be either blatant, subtle, undetected or unacknowledged. It argues that high performance is an impossibility in classroom environments where equity fails to exist.
Summary
This engaging, interactive, and self-reflective session focuses on equity at the classroom level. It challenges teachers to look within themselves relative to how they relate with all students. It challenges teachers to confront whatever biases they bring to students that may be either blatant, subtle, undetected or unacknowledged. It argues that high performance is an impossibility in classroom environments where equity fails to exist.
Evidence
Presenter will provide.
Learning Objectives
Presenter will provide.
Biographical Sketch
Presenter will provide.
Presentation Year
2019
Start Date
3-6-2019 9:45 AM
End Date
3-6-2019 11:00 AM
Recommended Citation
Kafele, Baruti K., "Just Level the Playing Field and Watch Me Excel" (2019). National Youth Advocacy and Resilience Conference. 204.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2019/2019/204
Just Level the Playing Field and Watch Me Excel
Ballroom A
This engaging, interactive, and self-reflective session focuses on equity at the classroom level. It challenges teachers to look within themselves relative to how they relate with all students. It challenges teachers to confront whatever biases they bring to students that may be either blatant, subtle, undetected or unacknowledged. It argues that high performance is an impossibility in classroom environments where equity fails to exist.
