- Accommodating diversity: Creating availability (information,resources)

Student 1: I like the way she (teacher) uses different boards for different things. So I don’t get lost…I know that the saying will be on the side board, our posters (group work production) will be at the back.

Student 2: And content and class assignments will be on the front board. Yes…now that you mentioned it…she (the teacher) doesn’t stay in the front…she moves towards who speaks, walks among us and even teaches us from behind …M2 likes to hide himself sitting in the back…but she goes to him.

Student 3: She worries…remember she said there is a study that says those who sit in the front get better grades?

Student 2: Yes…this is why I sit in different rows…I feel like I'm taking away the best place…

Student 3: I like when we sit in a circle

Student 2: Or in the horseshoe shape…then there are no front seats!

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- Being available: Teacher in classroom five minutes early each day

a) She was there to see

Teacher: Why are you so breathless?

Student 1: I ran to come earlier, I need to talk to you before the class starts. My daughter…

Teacher: She is welcome to attend the class whenever you need.

b) She does informal “small talk”

Student 1: I feel discussion activities are a waste of time but this “comment a saying” is ok. I like this teacher because she makes small talk, asking us about our other classes, our progress. When the class begin I am more relaxed.

Student 2: She (the teacher) always arrives little early; I can ask her things when I missed class.

Student 3: I feel like talking to her…Even you who hate to talk in class commented on the saying today!

Student 4: Yes…but don’t get used to it.

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- Being available: Teacher in classroom after class

Student 1: It is good that she (teacher) stays later correcting assignments, I could talk to her

Student 2: It is personal…We talked long after class. She knows what is happening to me.

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- Being resourceful: Offering comfort

Student 1: The last teacher bought me a coke and a coffee

Student 2: How come?

Student 1: I asked him for money. He didn’t mind.

Student 2: He might have felt you needed it. Our teacher brought us chocolates; she said it would help us to concentrate on the review

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- Focusing on what’s relevant: Breaking school rules to be comfortable

aw3

Teacher: It is so hot in here....Please go downstairs to room B201, and get a fan... I understand why you came with this shirt but there are rules. Tomorrow you have to bring something you can at least use in the hallways.

Student: Are you saying we will be able to take off our jackets in class?

Teacher: Yes. It is too hot. But in the halls you have to wear your jackets

- Focusing on what’s relevant: Challenging unfair rules

Student 1: In class, the teachers can decide what to do… even break school policies.

Student 2: Yeah. Last block I missed more classes than I could but I had good marks so I passed

Student 3: You’re lucky…there are the Hitler ones. They do what they are paid to do and they are not paid to break school rules.

- Fostering diversity appreciation: Peer teaching

Peer tutoring were promoted by the teacher, by the student who had strong knowledge about the class subject and by one student who invited classmates to go to her home.

At the beginning, the purpose of tutoring was to help the students to the point reach the point where they become an independent learner and no longer need a tutor. Later, some of us were helping each other as a way to retain the content and having fun together.

The teacher fostered the use of memory cards so we could train each other for the tests. We did group studies, sharing mnemonics, commenting on quotes. One student was the assistant to computer classes. Combining empathy, honest, humor, safe environment and resources like flash cards, we helped each other and better understood the teacher’s challenges of dealing with diversity. We felt that "diversity awareness" and "empathy" was more helpful than "knowledge about the class content". The stories “Boring opening page” and “Excluding the Cree culture” are examples of this.

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- Fostering values: unequal treatment to care

Student 1: She is allowing me to stay in class but I missed more classes than allowed…I am handsome!

Student 2: At the end of the course, teachers are less rigid because they don’t want an empty class

Student 3: Remember M4 (a classmate)? If the fire alarm didn’t go off, I think he would be here. He was expelled because we had to go outside on the day of the test and then go to the principal office to get permission to take the test. We had studied together using walking a sequence; he knew all answers to the test. I went with him and heard the principal saying that it is up to the teacher and that if the student was there it was because he missed too many classes.

Student 2: At the principal's office, the rule is no special treatment

Student 3: I think the teacher wanted the principal to give permission and as it didn’t happen, she is giving special treatment for you because you are doing well in class.

Student 1: I think it was because of my charm! I am sure (laugh)

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- Grasping the paradigmatic challenge: Student resistance

• Teacher's thought on resistance
  

Teacher: This reminds me about what I wrote “the learner resistance is not something to fear or ignore but to examine and face, this resistance is a process of student transformation in their own empowerment

• Teacher's encouragement
  

Student 1: Cool, you did the schedules you told me you were not going to do

Student2 : I like this teacher I was afraid to write down that I mostly go to parties and sleep. I am glad I did. She said I should slow down on parties…respecting me though

Student 1: ?

Student 2: She could just come over with “Don’t you have responsibility?” and accuse me deciding to go party the night before the test. She asked me what would be the pros and cons of continuing with my past schedule.

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