quote 12

Children have neither past nor future; they enjoy the present, which very few of us do.

– Jean de la Bruyere



Pg. 96-97 of The New Teacher Book” by Rethinking Schools:

Families are groupings of individuals who may or may not be living together, but are perceived by the child to be “family.” They may be permanent, temporary or fluid. Children define their families as units that include adults who make them feel safe and happy. They want stability, tradition, and love. Many children get this in large doses, and for others it’s more elusive. Even in cases of abuse, children may still choose to be with their “family.” As children from all types of families face challenges at home, the school setting should be one that offers comfort and that validates all family structures.

Teachers can walk a fine line between validating all types of families and singling out students for that validation. By providing appropriate curriculum, media materials, and visual images in the classroom, teachers can send a powerful message about respect and diversity without embarrassing students or violating their privacy.

Pg. 98:

You know, I think we [teachers] overlook issues of family diversity because they are not as obvious to us as other issues of diversity. We have leadership and resources for other topics of equity and culture, but because our students are so private in many ways about what is going on at home, we don’t necessarily think about it when planning curriculum.

Also, I really love the story “Heather’s Moms Got Married” by Mary Cowhey in “The New Teacher Book” by Rethinking Schools. Pages 103-110.



Racism is reflected in a hierarchy in which beauty, intelligence, worth and things associated with whiteness are at the top. The school is one site in which this hierarchical arrangement of skin power is confirmed daily. It is also a site where it can be undone.

Anti-racism is a proactive strategy for dismantling racist structures and building racial justice and equality. It must become a perspective that cuts across all subject areas and institutional practices.

– Enid Lee, in “Anti-Racist Education: Pulling Together to Close the Gaps,” in Beyond Heroes and Holidays (Network of Educators on the Americas, 1998)

We rely on our schools to be the place for a multi-cultural experience for our children. We want to believe that learning together will help our students to become more understanding and respectful of differences. Yet so often we do not address these issues head-on. It is unlikely that sensitivity and tolerance will develop, that children will bridge the gaps they bring to school from their earliest days, without specific instruction.

Personally, I want to see more than tolerance developed. I want children to see themselves as the future citizens of this city. I want them to gain the knowledge to be successful in this society. Beyond that, though, I want them to understand that they have the power to transform society.

When students see connections between home and school, when lessons challenge them to look at the issue of race from multiple perspectives, we take the first steps in this process.

Pages 90-91 “The New Teacher Book” by Rethinking Schools – ‘Brown Kids Can’t Be in Our Club’: Raising Issues of Race with Young Children  by Rita Tenorio


I stand..

I stand for honesty, equality, kindness, compassion, treating people the way you’d want to be treated and helping those in need.

To me, those are traditional values. That’s what I stand for.

I also believe in dance.

– Ellen DeGeneres


To me, beauty is about being comfortable in your own skin. It’s about knowing and accepting who you are .

– Ellen DeGeneres