Students at LREI call their teachers by their first names.

We use gender inclusive and non-heteronormative language with students. This means referring to groups of children as ‘students’ or ‘writers,’ ‘scientists,’ or ‘friends’ for example, rather than boys and girls or ladies and gentlemen, as this presumes gender identity and excludes those who are non-binary. It also means that we not assume partnered adults are all heterosexual in life or literature, that we use ‘parents’ rather than ‘mom/dad’ and that we are inclusive when talking about romantic interests.

As a rule, we avoid sarcasm and other forms of teasing.

We do not compare students to each other, privately or publicly.

Students who need to be redirected should be addressed as privately as possible.

Microaggressions. Microaggressions are so named because they are common, often unintentional and have a cumulative affect, not because the experience of them is ‘micro.’ They are based on stereotype and minimize or disregard the individual. Examples include calling a student/colleague by the name of another student of the same race, making assumptions about interests, family, or abilities based on stereotype, using language that makes light of an identity (such as “I’m so OCD,”  or by neglecting to properly acknowledge or greet a person of a marginalized group. We all move from being naive to the microaggressions we commit, through learning and understanding the harm we do, to eventually changing habits to commit fewer microaggressions. We are committed to calling each other in about this, and taking feedback. Cultural competency  is ongoing work. Consult a trusted colleague about how to repair the harm from a microaggression. All situations are different.  Watch this video workshop by educator Rosetta Lee for more strategies.