1) Garrett gets a job teaching ESOL in Clarke county (Athens area). He has only visited the city once, but arrives ready and excited to prepare his second grade room and lessons. How can he construct classroom settings that build on students' cultural assets? 2) James has adopted design-thinking to identify student interests & questions as contexts for learning goals in her Kindergarten Spanish class. Her students explore concepts using carefully-constructed centers. Although students are engaged in communicative, interactive activities, the noise & activity level is acceptable. Another teacher complains that James has "better students" because her students "won't be quiet or act right" so that she can teach. How might James respond? 3) Xi is a Mandarin teacher in a private school. This is her first year teaching and she has been allotted a cart with a laptop and projector, plus $500 for supplies. What advice would you give her for creating a positive classroom environment when she is moving between classrooms?  4) You are the lead teacher in a middle school ESOL program. You've recently read a book about classroom management and connected with the quote: "Students are the experts of their experiences and should be placed at the center of teaching and learning practices in a classroom." You would like for your colleagues to work on critical reflective practice, with this as an overarching theme. What advice would you give them? How might you encourage them?  5) Jeremiah works at a middle school and has been named as his school's representative to a metro-Atlanta district task force charged with reimagining teacher-parent/guardian collaborative relationships. The district comprises a student population that is diverse across linguistic, racial, and ethnic groups. What advice would you give Jeremiah about some guiding factors & actionable steps for an inclusive collaboration between teachers and parents/guardians?  

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