Tolerance .
ABOUT TEACHING TOLERANCEFounded in 1991, Teaching Tolerance is dedicated to reducing prejudice, improving intergroup relations and supporting equitable schoolexperiences for our nation’s children.The program provides free educational materials, including a K-12anti-bias curriculum: Perspectives for a Diverse America. TeachingTolerance magazine is sent to over 400,000 educators, reachingnearly every school in the country. Tens of thousands of educators usethe program’s film kits, and more than 7,000 schools participate in theannual Mix It Up at Lunch Day program.Teaching Tolerance materials have won two Oscars, an Emmyand dozens of REVERE Awards from the Association of AmericanPublishers, including two Golden Lamp Awards, the industry’shighest honor. The program’s website and social media pages offerthought-provoking news, conversation and support for educatorswho care about diversity, equal opportunity and respect for differences in schools.For more information about Teaching Tolerance or to downloadthis guide, visit tolerance.org.let’s talk! discussing race, racism and other difficult topics with students1
ABOUT THIS GUIDEEducators play a crucial role in helping students talk openly about thehistorical roots and contemporary manifestations of social inequalityand discrimination. Learning how to communicate about such topics as white privilege, police violence, economic inequality and massincarceration requires practice, and facilitating difficult conversations demands courage and skill—regardless of who we are, our intentions or how long we’ve been teaching.Use the strategies in this resource as you prepare to facilitate difficult conversations about race and racism. You can also use themto build competency when discussing other types of discrimination,such as gender bias, ableism, and religious or anti-LGBT persecution.We hope you find the resource useful, and that you will share it withcolleagues. And don’t forget to check out the list of additional PD suggestions and classroom activities starting on page 13.2teaching tolerance
CONTENTSAbout Teaching Tolerance1About this Guide2Prepare Yourself 4Assess Your Comfort Level4Find Comfort in Discomfort5Be Vulnerable5Address Strong Emotions6Plan for Students7Strategy One7Strategy Two8Strategy Three9K-5 Adaptations 10Take Care of Yourself12Professional Development Resources13Student-facing Resources15Graphic Organizers 17Acknowledgments 20let’s talk! discussing race, racism and other difficult topics with students3
PREPARE YOURSELFASSESS YOUR COMFORT LEVELMany educators avoid talking about race and racism. It’s uncomfortable, may lead to conflict, and calls for skills few of us possess. Often,this avoidance comes down to a fear of misspeaking, sounding racistor unintentionally doing harm.Part of getting students ready to talk about race and racism is tofirst deal with our own fears. Before initiating a classroom discussion,do a simple self-assessment.Consider the following statements and select the one that bestdescribes how you feel.I would rather not talk about race/racism.I am very uncomfortable talking about race/racism.I am usually uncomfortable talking about race/racism.I am sometimes uncomfortable talking about race/racism.I am usually comfortable talking about race/racism.I am very comfortable talking about race/racism.Then use a sentence-stem activity to self-reflect.The hard part of talking about race/racism is The beneficial part of talking about race/racism is After reflecting on your own comfort level, think about how youwill stay engaged when the topic of race arises. Do you feel ill-prepared to talk about race and racism? If so,commit to learning more about the issues by studying history,following current events and brushing up on anti-racism work. Do you reroute classroom discussions when you sense discomfort in the room? If so, commit to riding out the discussion next time. Do you feel isolated in your teaching about race and racism?If so, commit to identifying a colleague with whom you canco-teach, plan or debrief.4teaching tolerance
Do you worry about your ability to answer students’ questionsabout race and racism? If so, commit to accepting that you don’thave all the answers and embracing the opportunity to learnwith your students.FIND COMFORT IN DISCOMFORTTeaching about structural inequality such as racism requires courage—from you and from your students. It’s normal to feel discomfort as you reflect on your own experiences with racial inequalityand deepen your understanding of racism. But the more you practicefacilitating difficult conversations, the more you’ll be able to managethe discomfort. The conversations may not necessarily get easier, butyour ability to press toward more meaningful dialogue will expand.Stay engaged; the journey is worth the effort.Being uncomfortable should not mean being unsafe, if it can beavoided. As a class, establish classroom norms that include a list ofspecific words and phrases that students commit to not using. Thelist might include calling people’s opinions “stupid” or “lame,” saying,“That’s so gay!” or using the n-word or the r-word.Students can create and sign a contract of norms and behaviorsthat define the classroom community as a socially and emotionallysafe place. The contract might include such statements as “Try tounderstand what someone is saying before rushing to judgment” or“Put-downs of any kind are never OK.” If the conversation becomesvery personal, you may want to establish structures for allowing students to share experiences—uninterrupted—without response fromother students. (See our resource on Serial Testimony for more information: hed norms or a contract can help students support ahealthy classroom environment and reduce the likelihood that youwill have to intervene.BE VULNERABLEAvoiding conversations about race and racism can arise from our ownfears of being vulnerable. As you prepare to engage students in difficult conversations, consider this question: What will a discussionabout race and racism potentially expose about me?Use the graphic organizer Difficult Conversations: A Self-Assessment(found on page 18) to list three vulnerabilities that you worry couldlimit your effectiveness. Next, identify three strengths that youlet’s talk! discussing race, racism and other difficult topics with students5
believe will help you lead open and honest dialogues. Finally, list specific needs that, if met, would improve your ability to facilitate difficult conversations.ADDRESS STRONG EMOTIONSStudents’ reactions to talking about race and racism will vary. Theymay react passively, show sorrow, express anger or respond unpredictably. Some students may become visibly upset; others may pushback against discussing these topics in class. Many of these reactionsstem from feelings such as pain, anger, confusion, guilt, shame andthe urge to blame others.Seeing members of the class respond emotionally may elicit reactions from you or other students. Guilt and shame can lead to crying that may immobilize conversation. Anger might lead to interruptions, loud talking, sarcasm or explicit confrontations—all of whichcan impede important dialogue. Your role is to remain calm andassess the situation. If the tension in the room appears to be prompting dialogue and learning, continue to monitor, but let the conversation play out. If the tension boils over in confrontation that jeopardizes student safety (emotional or otherwise), take steps to diffusethe situation.Refer back to Difficult Conversations: A Self-Assessment. How canthe strengths you listed calm students and diffuse tension, yet avoidshutting down the conversation? Spend some time thinking aheadabout how you will react to strong emotions.Use the strategies in Responding to Strong Emotions (found on page 19)to develop a plan. You know your students; consider the emotionalresponses likely to emerge. Add others you think might emerge, andlist potential response strategies.Planning ahead and establishing a safe space within your classroom should diminish students’ discomfort. It’s important to note,however, that for some students—particularly members of marginalized, nondominant or targeted identity groups—you may not be ableto provide complete safety. It’s also true that overemphasizing identity safety runs the risk of minimizing the diverse realities of our students’ lived experiences both in and outside school. In addition toproviding safety for your students, build their resilience and strengthso they will be more willing to take the risks involved with feeling uncomfortable.6teaching tolerance
PLAN FOR STUDENTSTo facilitate difficult conversations with your students, equip themwith strategies they can use to persevere during difficult conversations. Here are some pedagogical approaches to help studentslearn to sit with their discomfort and to moderate it over time. Theapproaches outlined here are for students in grades 6–12. Suggestedadaptations to each strategy for grades K–5 are listed separately.STRATEGY ONE: REITERATE CONTEMPLATE RESPIRE COMMUNICATEExplain these steps as a way to communicate while feeling difficultemotions. These steps won’t prevent or change the emotions studentsmay feel, but they can help them self-regulate.Step 1: Reiterate. Restate what you heard. This step enables students to reflect on what they have heard as opposed to what theythink they may have heard. Repeating what they have heard limitsmiscommunication and misinformation.Step 2: Contemplate. Count to 10 before responding. Studentscan think about their responses and use the time to compose whatthey want to say. Taking time to think about their responses helpsmove students away from immediate emotional responses that canpotentially derail the conversation.Step 3: Respire. Take a breath to check in with yourself. Suggestingstudents take a few breaths before responding may help them settletheir thoughts and emotions during difficult conversations.Step 4: Communicate. Speak with compassion and thoughtfulness. Students should do their best to speak as they want to be spoken to, assuming good intentions and seeking understanding. Explainthat when they disagree with something someone has said, theyshould focus on challenging the statement rather than the personwho said it.let’s talk! discussing race, racism and other difficult topics with students7
STRATEGY TWO: CHECK IN WITH STUDENTSStaying on top of the emotional temperature in the classroom andchecking in with students about how they are feeling helps you knowwhen to stop and address strong emotions. Checking in nonverballyto gauge students’ comfort levels allows all students to participatewithout being singled out or put on the spot. Try these ideas.Fist-to-Five. You can quickly gauge a number of things—readiness,mood, comprehension—by asking students to give you a “fist-to-five”signal with their hands.Fist I am veryuncomfortable andcannot move on.1 Finger I amuncomfortableand need somehelp before I canmove on.2 Fingers I am a little uncomfortable,but I want to try tomove on.3 Fingers I amnot sure how I amfeeling.4 Fingers I amcomfortable enoughto move on.5 Fingers I amready to move on fullsteam ahead!8teaching tolerance
Stoplight. Use the colors of a traffic light to signal student readiness and comfort. Throughout the discussion, you can ask studentsif they are green, yellow or red. Students can also use the “red light”to request a break or a stop when they are feeling strong emotions orhave been uncomfortably triggered.Green I am ready to Yellow I can gogo on.on, but I feel hesitant about movingforward.Red I do not want togo on right now.STRATEGY THREE: ALLOW TIME AND SPACE TO DEBRIEFEveryone engaged in an emotionally charged conversation needs toallow for the safe “discharge” of emotions before leaving the classroom. Provide the opportunity for students to debrief what theyare learning and their experience of learning it. Depending on yourgroup, you may want to devote a portion of each lesson—half a classperiod or an entire class—to debrief and reflect. Try these ideas.Talking Circles. Gather in a circle and create, or review, the normsthat will help build trust. Select a significant object as a talking piecethat allows participants to engage equally in the discussion. Whoeverholds the talking piece can speak, while the rest of the circle listenssupportively. Pose a question or statement to begin. It can be as simple as “How do you feel about today’s lesson?” As the facilitator or circle keeper, you will participate as an equal member of the group. Asstudents become familiar with the process, consider inviting them tobe circle keepers.** Amy Vatne Bintliff, “Talking Circles for Restorative Justice and ative-justice-and-beyondlet’s talk! discussing race, racism and other difficult topics with students9
Journaling. Personal reflection through writing can be extremelyeffective for debriefing after difficult conversations. Journaling helpsstudents process their emotions on their own terms and at their ownpace. Decide whether journals will be kept private or serve as a spacefor you to dialogue with students by writing back and forth.K–5 ADAPTATIONSTry these modifications and adaptations to the strategies for gradesK–5.K-5 STRATEGY ONE: REITERATE CONTEMPLATE RESPIRE COMMUNICATEExplain the steps in age-appropriate language: repeat, think, breatheand feel. Use symbols and words to help students visualize anddemonstrate the communication expectations. Practice and modelexpectations several times before engaging students.Step 1: RepeatSay it again.10Step 2: ThinkCount 1, 2, 3,4, 5.teaching toleranceStep 3: BreatheIn throughStep 4: Feelthe nose;Put yourself inout throughtheir shoes.the mouth.
K-5 STRATEGY TWO: CHECK IN WITH STUDENTSFist-to-Five works well with many K–5 students; however, considerusing the simpler Thumbs Up/Thumbs Down when first introducingthe strategy.Thumbs Down Whoa! That doesn’tfeel good.Thumbs to theSide Huh? I needsome help.Thumbs Up I amready! Let’s go!Similar to Stoplight, the Thumbs Up/Thumbs Down strategygives students a manipulative to safely interrupt difficult conversations when they might not have the courage to do so verbally.K-5 STRATEGY THREE: ALLOW TIME AND SPACE TO DEBRIEFRole-playing with puppets. Puppets allow students to communicateplayfully and safely. Create a space for students to talk using puppetsor other play objects. Children can ask questions through the puppets and may be less likely to feel uncomfortable disclosing uncertainties. Students can engage in puppet play alone, with a partner orin small groups.Drawing. Like journaling for older students, drawing can provideyoung students a valuable opportunity for personal reflection andemotional processing. Drawings can be shared or kept private.let’s talk! discussing race, racism and other difficult topics with students11
TAKE CARE OF YOURSELFFacilitating difficult conversations can be emotionally draining oreven painful for teachers. Make time to process, reflect and rechargein positive ways. Find colleagues or friends who can listen while youdebrief conversations about race and racism. Take advantage of professional learning communities where you can discuss the dynamicsin your classroom. Keep a professional journal and use writing to process and reflect.These PD and activity suggestions from Teaching Tolerance offerauthentic opportunities to connect difficult topics like oppressionand inequality to a variety of subjects. Browse, share and let us knowhow you use them!12teaching tolerance
PROFESSIONAL DEVELOPMENT RESOURCESRACE AND PRIVILEGEStraight Talk About the N-WordThis Teaching Tolerance feature storyfocuses on the complexities of then-word, how it became offensive, and whyand with whom it is still popular 11/feature/straight-talk-about-n-wordReflection Activity: IdentityUse this guide to engage in reflectionabout personal ntityTest Yourself for Hidden BiasWillingness to examine our own biases isan important step in understanding theroots of prejudice. Take this test to measure your unconscious biases.www.tolerance.org/Hidden-biasthe events in Ferguson, ng-2015/feature/ferguson-usaThe Gentle CatalystThis article highlights three teachers whoare serving as “gentle catalysts”: peoplewho gently ask you to examine your spring-2014/feature/gentle-catalystIt’s Still Good to Talk About RaceConsider the fear and hesitation surrounding conversations regarding race,and listen to one educator who respondshonestly and directly.www.tolerance.org/talk-about-race“Hang Out” With Anti-bias EducationExpertsToolkit for The Gentle CatalystFive winners of the Teaching ToleranceThis “adult privilege” checklist can beAward for Excellence in Teaching disused as a tool to help teachers think about cuss topics surrounding anti-bias educatheir own privilege in the classroom.tion with some of the biggest names in thewww.tolerance.org/privilege-assessment field. Sonia Nieto focuses on how to sustain a courageous conversation aroundTalking With Students About Ferguson race. Peggy McIntosh discusses privilegeand Racismand curricular revision that can supportRead the reflections of one high schoolteaching about race.English teacher on discussing these topics www.tolerance.org/blog/with her nd-racismLGBTOn Racism and White PrivilegeSex? Sexual Orientation? GenderThis excerpt from White Anti-RacistIdentity? Gender Expression?Activism: A Personal Roadmap, whichThis feature story helps clarify the confuexplores issues of race and white privilege. sion surrounding the nature of gender, sexwww.tolerance.org/article/and sexual xualFerguson, U.S.A.orientation-gender-identity-genderThis article offers educators threeexpressionapproaches for thinking and talking aboutlet’s talk! discussing race, racism and other difficult topics with students13
Books Help Open Talks About LGBTIssuesDiscover practical insight into using booksto educate students on LGBT s-about-lgbt-issuesBest Practices: Creating an LGBTinclusive School ClimateThis extensive guide provides advicefor educators on cultivating an LGBTinclusive school TYWhen Students TeachConsider the commonplace misuse oflanguage around ability, the source of tension and stress for many et’s Disable the Word LameIn the same way we’ve diminished thepejorative use of gay and retarded, thiseducator calls for the end of contemporary usage of e“That’s So Gay”: From a Teacher’sPerspectiveOne educator describes the evolutionof his perspective on students using thephrase “That’s so eLooking Beyond LabelsA psychologist reflects on the effect ofmental health labels and ways to avoidtheir labelsComing Out as a Safe Zone for LGBTStudents?This blog offers ideas for supporting LGBTstudents and helping to keep them gbt-studentsRELIGIONDiverse Beliefs in HomogenousClassrooms?Learn how to teach about a diversity ofreligious and nonreligious beliefs in ahomogenous omogenous-classroomsFinding the Courage
The hard part of talking about race/racism is The beneficial part of talking about race/racism is After reflecting on your own comfort level, think about how you will stay engaged when the topic of race arises. Do you feel ill-prepared to talk about race and racism? If so, commit to learning more about the issues by studying history,
Literature on Tolerance Design The relationship between the functional requirements and entities of the mechanical part can be derived and expressed as F 1 ¼ fðE 1;E 2;.;E nÞ. Tolerance design consists of tolerance analysis and tolerance synthesis. In tolerance analysis, the goal is to ensure the tolerance of functional require-
5. Design tolerance practice 11 5.1 Variables affected by the tolerance design method 11 5.2 How generic tolerance engineering practice is applied 12 5.3 Thoughts on how tolerance design practices can be altered 14 5.4 Comparison to theoretical models 15 5.5 Evaluation of tolerance design practices 17 6. Conclusion 22 7. References 24
plant Stress tolerance of transgenic plants References AtCBF1/2/3 Brassica napus Constitutive overexpression enhanced both basal and acquired freezing tolerance (22) AtCBF1 Tomato Constitutive overexpression enhanced oxidative stress tolerance under chilling stress; enhanced tolerance to water-deficit stress (23, 24) AtDREB1A/ CBF3
Objective 5.2: Plan and implement VMware fault tolerance Identify VMware Fault Tolerance requirements Configure VMware Fault Tolerance networking Enable/Disable VMware Fault Tolerance on a virtual machine Test a Fault Tolerant configuration Determine use case for enabling VMware Fault Tolerance on a virtual machine
Cost-Tolerance Trades: Supplier Expertise Tolerance Cost High precision, high cost process Design tolerance defines the process required; small changes in tolerance may allow alignment to lower cost processes; only suppliers will know if the cost-tolerance sensitivity is high Moderate precision, moderate cost process Low precision, low cost process
this research, the tolerance stack-up analysis is expanded with a Monte-Carlo simulation for solving the tolerance stack-up problem within multi-setups. Based on the tolerance stack-up model and process capability analysis, a tolerance assignment method is developed to determine the operation tolerance specifications in each setup.
AND FRAMEWORK Version Control Version Number Description Date Version 0.1 Risk Appetite And Tolerance Policy And Framework 16 -10 2018 Version 0.2 Risk Appetite And Tolerance Policy And Framework 27-01-2020 Version 0.3 Risk Appetite And Tolerance Policy And Framework 29-01-2021 Version 0.4 Risk Appetite And Tolerance Policy And Framework
MEASURING DISTRESS TOLERANCE 3 Measuring Distress Tolerance: Development and Validation of the Multidimensional Distress Tolerance Scale Distress Tolerance (DT), or the ability to tolerate aversive cognitive, emotional, or physical states, is a transdiagnostic risk factor for the development and maintenance of
