HOW TO ASK STUDENTS THEIR PRONOUNS AND HOW TO CREATE AN INCLUSIVE CLASSROOM

 

This blog post is a bit different than the typical book review and lesson sharing that I usually do, but I am often asked, especially at this time of the year, when teachers are getting their list of students, how to ask a student their pronoun. Many teachers have found that relying on attendance and grade book programs are not always accurate, and as our culture has not yet completely caught up with normalizing asking someone's pronouns, it often puts teachers in uncomfortable situations, which then puts the student in an uncomfortable situation, and who really wants to start the year off this way? This got me thinking about ways we could create more inclusive classrooms right from the start and how we can find out and respect a student's pronoun and preferred name. 

TOP 11 WAYS TO RESPECT, ASK, AND USE STUDENT PRONOUNS AND CREATE A SAFE SPACE AT THE BEGINNING OF THE SCHOOL YEAR

1. Be patient and understand your own bias

It is important to understand that students are often on a journey of self-discovery and understanding their own identities, and we want to make sure we are respecting and supporting them. That means being patient as students find the name and pronoun that feels right to them. Remember some students may have had a longer time to explore this than other students. Some students have parents that have allowed this space for self-discovery from a young age, and those students may come to you feeling more secure about their name and pronoun choices. While other students may have just begun that journey. The level of support the student has at home and in their communities will vary. Sometimes students will step forward and express a gender identity and name change, but decide ultimately it does not fit, or sometimes they may get such a harsh and scary response from those around them that they quickly pull back. As teachers we just need to support them no matter where they are and what their current decision is. We need to send them the message that discovering who they are and their identity is a normal part of growing up, and let them know we are here for them however they need us to be. 

2. Create a non-judgemental and safe space for your students

Put up signs in your classroom that the classroom is a safe space: safe space stickers, affirming and supportive LBGTQ posters and signs, showcase inclusive literature in the classroom, on your syllabus, and in your curriculum. Make sure to follow up this safe space advertisement with the work of making sure it stays safe. 

3. Continue to educate yourself

When you don't understand something, try to reserve judgement and instead turn what could be a judgmental statement into a question for inquiry. Look for books, resources, local community organizations, blogs, and other resources to search out the answer to your questions. If something about a student's gender identify makes you feel uncomfortable, examine your biases, ask yourself why, and do the work of finding out more information. Don't wait for the student to educate you. They might, but it should not be an expectation. It is our responsibility as educators to research and educate ourselves. This might be a good time to reach out to your community resources and school connections that can help you. See the resources list below. 

4. Use a welcome handout that will ask all your students their preferred names and pronouns

A welcome handout can be a way to normalize asking someone their pronoun and preferred name without putting them on the spot. Make it a fun and non-threatening handout that asks the student get-to-know-you questions that are easy and fun; don't just focus on their name and pronoun. As a writing teacher, I will often ask them to give me some information about their history as writers. Just this year, I have decided to add a comment that if their name or pronoun changes, to please feel free to let me know. You may suggest different ways they can do that: email, a note handed to you, a private conversation, or whatever makes them feel comfortable. See an example welcome handout under resources. 

5. If you make a mistake, own it, move on, and do better next time

If you make a mistake with a student's pronoun or name, apologize immediately and let them know you will make sure it doesn't happen again. Do NOT make a big production about it or put a spotlight on the student. Then genuinely make the effort to get it right. This may mean that on your own time you practice speaking and writing the name and pronoun. Remember you will be modeling this for other students as well. 

6. Do not get defensive

When you are called out on not using the right pronoun or when someone seeks to educate you, do not get defensive. We are all learning and if we want to be an allies, learning and helping each other is a part of being a supportive ally. 

7. Normalize using pronouns 

When you introduce yourself to your class, include your pronoun. Also, put your pronouns at the bottom of your emails where you put your name and organization information. I am seeing this more and more in the professional world. 

8. Work on using more gender neutral language

Practice and begin using language like "folks" "students" "friends" even "y'all". Avoid "guys" "girls" "boys" "ladies" or "gentlemen". Use gender neutral language in your lessons and prompts. This will be great practice for both you and your students. 

9. Avoid asking other students the names and pronouns of another student

They may feel like they are outing a student or uncomfortable being put on the spot. Ask other teachers, a guidance counselor, or update the welcome handout and pass it out again. Maybe if you feel there has been a switch, quietly and privately ask the student if they are still comfortable with the name and pronoun that you have been using. 

10. Invite LBGTQ community members and organizations into the classroom  

Many organizations have educational programs and would love to bring in guest speakers and educators to help you in the classroom. I have learned so much from my LBGTQ community members and organizations and often rely on them. Talk with your school's GSTA or GSA advisers and get involved if you can. If students see you involved in their events, you build trust with them. 

11. Keep the student at the center of the motivation

It may be hard and even feel uncomfortable to do something you are not used to or that you are unsure of, but it feels more uncomfortable to be misgendered by your teacher and peers. Listen to understand and make sure the student knows you value them. 

Resources

 

MAINE CONNECTIONS:

Maine Health Equity Alliance

MaineTransNet

Out Maine 

NATIONAL CONNECTIONS 

GLSEN 

GLESEN's Pronoun Advice

The Trevor Project

The CDC has links to some great organizations 

GLADD 

National Association of School Psychologists 

Julian Is A Mermaid By Jessica Love

GRADE LEVEL: PreK-3 
AUTHOR: Jessica Love
GENRE: FICTION 
BOOK AWARDS: 
Stone Wall Book Awards-Mike Morgan & Larry Romans Children's &Young Adult Literature Awards

REVIEW: 
Recently my ten-year-old son, Charlie, and I had the opportunity to spend time in my favorite book store The Briar Patch in downtown Bangor, Maine. While Charlie explored a new game with the shop owner, I browsed the LBGTQ section. It did not take long before my eyes were drawn to the stunning cover of the children's book "Julian Is a Mermaid" by Jessica Love. My hand instinctively reached for the book, and I settled on a small stool, excited to explore past the cover--I was not disappointed. The illustrations and the words are beautifully intertwined, working together to deliver a message of acceptance, diversity, and love. The story relies on very few words as the illustrations are the real storyteller here. I was entranced by the artist's ability to make me feel Julian's journey, feeling the emotional celebration as Julian dances and celebrates who he is with the support of his abuela. This book is wonderful for any age as it is a piece of art meant to be admired, but for younger children needing less words and more illustrations, this book can open their eyes to a population of society that is not only overlooked, but misunderstood and under-appreciated. The relationship between Julian and his abuela is an inspiration to children and adults alike as we don't often see children's books reflect a family relationship that is not only accepting of an LBGTQ child, but one that celebrates it.

** a quick note. I have not included a link to Amazon or another cooperate online book store to find the book. I did include a link to The Briar Patch because I love this local bookstore, and I want to continue to support it. What local book stores are in your area? Do you have a favorite?

CLASSROOM TOOL BOX:

• This book is great for showing children how words and illustrations can help tell a story. You may even use it as a way to introduce students how to pick their own illustrations and write their own books with storybird.com. You can introduce theme or messages in a book by discussing what they feel the message is in "Julian Is a Mermaid." Can they create a book that has a message that could teach someone something or help a reader learn something? 
• Art teachers and classroom teachers might have kids tell their own stories using just pictures and very few words. If they don't like to draw, students can cut out images and put them together. Ask the student to let the images tell the reader something about themselves or about a relationship that is important. Why is that relationship important? Maybe make a handout the has boxes to draw in like a storyboard and prompt students in each box. 
• Students can write a review of the book. Help them decide what areas of the book are important to give their opinion on and to support why they liked that element of the book. 

LINKS TO OTHER CLASSROOM TOOL BOX IDEAS:

Discussion Questions 

Community Discussion Questions

Word Searches and Puzzles

Teacher Pay Teacher Resources

Classroom Ideas and Themes 

Please Feel Free to Share Your Own Ideas and Lessons!

Welcome

Why start this blog? Oh gosh, this question is loaded. Perhaps it is because someone I love very much is a sweet third grade boy who happens to be trans, or maybe because as a high school teacher, myself, I felt the need arise in my own classroom, or maybe because in the past few years, so much has been discussed, debated, and written about the subject of our trans and nonbinary community members that I realized teachers needed a way to productively navigate the topic in their classrooms. After all, teachers know using literature can be the most effective and productive way to help educate our communities.

So who needs to know about trans and nonbinary people anyway? Everyone does. We have the power to spread education and awareness throughout our communities and to help build empathy and awareness so that our transgender and nonbinary community members feel safe and included in our classrooms and wider communities. We want them to feel included AND to thrive as productive and happy community members. Students spend the majority of their days at school. It is in our classrooms that they build a sense of self in relation to the world around them. No matter our feelings and opinions, we are responsible for all our students. We want their sense of self and community connection to be a positive one; otherwise, what is the point of anything else we try to teach?

Let's face it, teachers are busy! I mean really, really busy! You don't necessarily have time to sift through and read all the best literature and create meaningful lessons from scratch that supports our trans and nonbinary community members-even if you want to. I am a realist here. I get it, and I am right there with you. The blog should be a helpful tool that saves you time and does some of that work for you. I want you to walk away with some great literature and perhaps some ideas for how to use it in your classroom. I will post about books, short stories, articles, film, and more; provide you appropriate age-levels; and give provide some ways to use it in your classroom. It is my hope that you will approach this blog with compassion for its mission, provide ideas and comments when you can, and that you lend me your patience as I, at times, clumsily get this blog going. Please share your feedback! I welcome it. And thank you for taking a seat on this journey with me.

Please note that any ideas or input you offer will become a part of the ongoing collaborative mission of this blog. 

OUT AND ALLIED

"The bystanders, the masses in the middle, are the ones who need to be advocates alongside their LBGTQ friends and family. "











GRADE LEVEL: HIGH SCHOOL-COLLEGE
AUTHOR: A VARIETY O F TEEN AUTHORS
PUBLISHER: ADD VERB PRODUCTIONS 
GENRE: DRAMA

REVIEW: 
Out and Allied volumes 1 and 11 are collections of plays written by LGBTQ+ teens. The plays have been performed by teens through the Out and Allied community theater program near Waterville, Maine. This inclusive space allows LGBTQ+ teens and teen allies a safe space to create inclusive and meaningful theater. Both volumes I and II are completely written by teen youth. The plays are wonderful examples of how a rural community can come together to create a difference in their community through theater.

What an amazing resource for the classroom. So often when I am teaching, I try to look for diverse resources to offer my students. I can see teachers using the plays when teaching script, drama, theme, and many other ELA standards. You may pull one or two of the plays at a time to offer a variety of examples to students. I often find that when I use teen authored work, students are inspired and excited to both read the pieces and to use them as models to create their own written pieces.

CLASSROOM  TOOLBOX:

• Your school's GSA may find the plays in here a great way to ignite discussion, perform theatrical pieces, or even write their own plays to perform either for the club, the school, or their parents and loved ones. 
• Teachers can pull plays from the book when teaching units on drama to model what they would like them to create or to add to a collection of other diverse offerings for students to choose from. Choice and Voice is always a great classroom strategy. 
• June is Pride month. What better way to celebrate than to discuss or use the plays in this volume to ignite a community discussion. 
• Allow a student or students to bring one of the plays to life through digital storytelling. Add music, voice, and video to the dialogue. 
• Compare the plays written in Out and Allied to other forms of literature and media that allow students to go deeper into the themes.  
• Get students involved in writing contests. This could be a great chance for an authentic audience experience. 
• Use the "Out and Allied" model to create an inclusive environment in your school community. Find LGBTQ educators for your school to educate staff and students. Think about groups that help with education, role-playing, and workshops. 

LINKS TO OTHER TOOLBOX IDEAS AND RESOURCES:

• Teacher pay teacher drama lessons
• Maine Inclusion Award Essay Contest
• Patsy Rodenburg TED TALKS, "Why I do Theater"
• Natasha Tsakos, "A multi-media Theatrical Adventure"-great for talk for promoting theater as a form of discussion. 
• 10 Ways to Be an Ally and a Friend from the GLAAD site 

FEEL FREE TO SHARE YOU OWN IDEAS AND CREATIVITY WITH US!

BEYOND MAGENTA

“SK: What causes a person to be transgender? 

MS: I think the question should be flipped around: What’s the cause for assuming that one’s gender identity has to be the one that you are born with? When I first came into this job, I was much more comfortable about people’s sexuality than I was with people’s gender identity. But when you hear the same stories over and over again, from people from all over the world, you start realizing that transgender is not an anomaly. It’s a part of the spectrum of people’s realities. Then you stop wondering about the cause and you start realizing it’s a part of reality.” 

GRADE LEVEL: 7-COLLEGE
AUTHOR: SUSAN KUKLIN 
GENRE: NON-FICTION

REVIEW: 
Beyond Magenta shares the true stories of six transgender and gender non-binary teens. Susan Kuklin's gives voice to the challenges, triumphs, and diverse stories that these teens take on their way to living their truth. Kuklin understand's that the most powerful voice to tell these stories are through the teens who are living them. Each chapter focuses on the unique individual journey of each teen. Pictures, interviews with loved ones and family, and words from the courageous teens themselves, encourage the reader to gain a deeper understanding and empathy for the young adults who are so courageously telling their stories.

Beyond Magenta is a book that can be used in the classroom either in its entirety or through the individual chapters. This multi-genre approach to storytelling is a wonderful way to expose students to the different ways to tell a story. What a great book to use as a model for their own multi-genre pieces while also teaching students about a subject that impacts their peers or even possibly the student. I can see some great cross-curricular opportunities with the art department with this one! At the end of the book you will find a nice glossary of terms that can be helpful to understanding some of the gender inclusive language and some of the harder to understand terms used. I also really enjoyed the resource section at the end of the book that some of the students who are LGBTQ might find useful.

CLASSROOM  TOOLBOX:

• As mentioned above: have students create their own multi-genre pieces that use art, interviews and self-reflections as modes of storytelling. Get with your art department to help you with ideas!
• Interview someone else and create a multi-genre piece or piece of photojournalism based on that person. 
• Research a person in history and tell their story using Beyond Magenta as a model. 
• Bring it to your GSA (Gender and Sexuality Alliance Club) It would be a great book to share with the group and possibly read together. 
• Put it in the teacher's room. It would be nice for teachers to gain a better understanding of some of the challenges facing their transgender and non-binary students. 

LINKS TO OTHER TOOLBOX IDEAS AND RESOURCES:

• Literacy Daily has some great ideas for how to use Beyond Magenta 
• Take a look at the author, Susan Kuklin's, site to get interviews and reviews. 
• Candlewick Press Discussion Guide for Beyond Magenta 
• Interview with the author
• Publisher Weekly's review with an interview with one of the six-teens that participated

FEEL FREE TO SHARE YOU OWN IDEAS AND CREATIVITY WITH US!

GEORGE

                                                                             
                                                                                             










  “Trying to be a boy is really hard, Mom” 
                                                                                   





GRADE LEVEL: 3-7
AUTHOR: Alex Gino
GENRE: FICTION

REVIEW 
George is a story of a young ten-year-old girl who wants to be know for who she really is, Melissa. Unfortunately most of her classmates and community members know her only as a a boy named George. When the teacher announces that the class will be performing,Charlotte's Web, Melissa(George) sees it as an opportunity to play Charlotte and to show the world who she really is. When the community is not supportive of Melissa's decision, she finds friendship and an ally in her classmate, Kelly. With Kelly's support Melissa emerges as her true-self.

Ultimately, this book is about more than the bravery of a transgender girl; it is about friendship, challenges, and living your truth. My son and I read it together, and I was so relieved that Alex Gino referred to the main character with the pronoun she throughout the book. I don't always see this in literature, especially when the character is right before, or in  the middle, of a social gender transition; but I think it allows the reader to follow Melissa's truth so much better. My son also has little tolerance for misgendering, and I feel he would have a hard time reading it, otherwise. We had wonderful conversations sparked by the events in the book and the the main character's journey. 

I can see this book being a hit as a classroom book in middle school. Will you get push back from the occasional feisty parent? It is very well possible, but we are teachers and we are used to the controversy of great literature. Just put this book on a list with many other books that has the potential to create positive change. The book already has been used in classrooms around the world, so you should find lots of ideas in the classroom toolbox. If you have used in it your classroom, I would love to hear more! 

CLASSROOM  TOOLBOX:

• Compare the themes in Charlotte's Web with those in George. There are some great comparison matrix out there.
• See if the author will come for a visit! I found this link from Scholastic that speaks in particular about Alex Gino's school presentations. How amazing would that be?!
•  If this is not an option, than maybe trying writing letter's to Alex that encourage students to use critical thinking questions. Check out the Letters About Literature contest for this age group. I have done this contest in the past with great results. 
• Use Storybird.com to have students write their own books with similar themes. Compare the books when you are done. 
• Use the discussion as an opportunity for talking about ways students can promote a safe classroom school environment. Maybe brainstorm what it means to be safe. Try getting your school guidance counselor involved with lessons. Some classrooms create a class constitution together. This maybe a great time to revisit the constitution to see if there are any other ideas to add. 
• It would probably be a good idea to visit classroom discussion expectations before speaking about transgender issues. I highly believe the more educated the teacher on the subject, the more positive and effective the conversation. Start by reading, The Transgender Child: A Handbook for Families and Professionals by Stephanie Brill.
• Create a book trailer using digital writing techniques. Highlight the themes in the book. 
• Have students write in they/them pronouns. When you create a prompt, make they/them an option and model this for them. 

LINKS TO OTHER TOOLBOX IDEAS 

• Interview with the Author! :There are lot of others on Youtube:) They are a great person to listen to about the themes and characters in the book. 
• Teacher Pay Teacher
• Discussion Guide and Extension Activities
• NY Times Review
• NPR Best Stories Article

FEEL FREE TO SHARE YOU OWN IDEAS AND CREATIVITY WITH US!

The Singular Pronouns They/Them and Why It's Important We Use Them

It is more uncomfortable for our students to be misgendered than it is for us to begin to use language we are not use to.

So I am going in a bit of a different direction for this post. There will be no particular piece of literature that I will refer to, but I wanted to cover the topic of they/them as a singular pronouns. I have noticed it is an area that educators, especially us English teachers, are getting hung-up on.You will find many articles and resources in the Classroom Toolbox that will help guide you through the topic.  

As a society we are programmed to see the world through a binary lens when it comes to gender. Even as we start to make progress toward a more accepting and educated society regarding transgender issues, many of us, even well-meaning educators, still have a hard time seeing gender as a fluid spectrum. I can't tell you how many teachers have said to me, "I can get behind the whole transgender issue, but I have such a hard time using the pronoun they as singular." Teachers can be the worst at this because when it comes to grammar, we feel we have to stick by the "rules". With a little research, we can come to understand that the "rules" have historically favored the singular pronoun they. Even if it didn't, we need to accept the idea that language changes as society changes. In fact, in the US, we don't have an official language committee that governs our language rules; it is often society that makes the rules as our culture and language needs change.

Why is it so important that educators become comfortable using the gender neutral pronouns they/them? Because it is more uncomfortable for our students to be misgendered than it is for us to begin to use language we are not use to. It is that simple. For a student who does not identify as either a female or male, it can be emotionally traumatizing when they are misgendered. We need to recognize and respect our students for who they are. The real change begins when we actually start using they/them as singular pronouns. Start practicing and it will begin to feel more like a part of your daily language.

CLASSROOM TOOLBOX:

• We all mess up! When you do: acknowledge it, apologize and mean it, and make an effort to continue trying your best.
• Start including they/them as singular pronouns when you create writing prompts. I often give my students the choice of his/her/they when I create a prompt that includes pronouns. 
• Get writing ourselves. Write using the pronouns they/them in your own writing. Try writing to the same writing prompts you give your students and chose they/them pronouns. Read the writing aloud to yourself. 
• Read articles and stories that use they/them pronouns. There is a great book that I hope to review on this blog, Beyond Magenta  that highlights the journeys of gender fluid youth. The chapter, "NAT: Something Else " is a wonderful story of a person who uses they/them pronouns. 
• Use the stories mentioned above as model material in your classroom. Don't shy away because of comfort. Students need us to use model text that is more inclusive and to normalize these pronouns for everyone.
• Here is a great article that gives tips on how to ask students their pronoun respectfully.

LINKS TO OTHER TOOLBOX IDEAS:
All Your Questions About Gender Neutral Pronouns Answered 
Tips for being an Ally that Respects Pronouns
Washington Post/They is the Word of 2015

The History and Future of They

Khan Academy(video)

TedTalks(Video): Who Votes for New Words, You Do! Great video on how language changes in our culture, especially in America.

How to use it with verb conjunction:

Rules and the Future of They

They Grammar Girl: video, examples, explanations

Every Day

It is a hard cycle to conquer. The body is working against you. And because of this, you feel even more despair. Which only amplifies the imbalance. It takes uncommon strength to live with these things. But I have seen that strength over and over again.” 

GRADE LEVEL: 9-12
AUTHOR: David Levithan 
GENRE: FICTION

REVIEW 
Every Day is a story about a person named A. This person has jumped into a different body each day of their life. They have been every gender and every race, but have aged normally, only jumping in a body that would be the same age as A. The book opens when A is the body of a sixteen-year-old boy, this is also the day that A falls in love for the first time; her name is Rhiannon. All love is complicated at some point, but because A lives in a different body every day, they struggle with showing Rhiannon who they really are despite the complications of being in a different body. I think this story will appeal to a wide audience of readers. Although, the book doesn't specifically address a transgender theme, it does open a reader up to discussions about identity and to the idea that someone's identity does not always match the body they are in. 

I was super excited to read this book and fell in love with the plot before I even began to read it. It quickly became the book I couldn't put down. I immediately told my high school students about it and many are interested in reading it. After talking with my students, it became clear to me that this was a book that would appeal to large variety of students. I think it is a book that is accessible to a lot of people which allows teachers to create discussions around identity without putting the spotlight on the trans community. There are some companion books, an upcoming sequel, and a movie in the works for those that fall in love with the characters.


CLASSROOM  TOOLBOX:

• Here is a link to some of the CCS that I think will work well with this book. If your school has adopted other standards, I think the crosswalk should be fairly easy. I did grades 9/10, but I think it could be read in 11/12 as well. 
• What about creating a multi-genre project around the theme of identity. The student could take on the persona of one of the characters in the story and explore the conflicts. themes, and motivations of the character and then reflect them through different genres of writing. I am sure there are many creative ways to take a multi-genre approach with this project and it kind of compliments the plot of the book. 
• Students could write a play or short=story that explores the theme of identity through their own characters. 
• Students could create a trailer for the movie. You could give give them instructions to show the audience glimpses of characters, conflict, and theme. 
• Students could create a digital story for the book. It is basically a retelling of the book using digital media techniques. 

LINKS TO OTHER TOOLBOX IDEAS 

Extensive Lesson Plans and Ideas From For 9th Grade

Interview With The Author

Guiding Questions on Teachers Pay Teachers 

Free Discussion Questions 

Book Trailer Examples
Teacher Unit Resources 
Pinterest

TED TALKS
Is There a Real You?
Is Anatomy Destiny?
A Powerful Poem about What it Means to Be Transgender
The Revolutionary Power of Diverse Thought
Dare to Refuse the Origin Myths that Claim Who You Are

FEEL FREE TO SHARE YOU OWN IDEAS AND CREATIVITY WITH US!

I AM JAZZ

"I have a girl brain but a boy body, this is called transgender. I was born this way!"
"Pretending I was a boy felt like telling a lie."

GRADE LEVEL: PRE-K-3
AUTHOR: Jessica Herthel and Jazz Jennings
ILLUSTRATOR: Shelagh McNichols

REVIEW 
I am Jazz is a nonfiction children's book that is told from a young transgender girl's point of view. Jazz's first-person account shares her journey in this children's book rich with inviting illustrations. A reader has the feeling as though Jazz is there with them, telling the story of what it means to be transgender. Her story is simple for children to follow and clearly explains terms, like transgender, in a way that young children can grasp. Jazz Jennings is one of the first younger transgender children to share her story publicly. She has become a role-model for many children who share her similar struggles. 

This is a popular book in my house right now. After getting it from the library, I read it to my children(6 and 8). Now my daughter asks me to read it to her every night, and my son just recently read it to his cousin. It has been a joy to see the connections my daughter makes with Jazz as she feels they have a lot in common; they both like soccer, mermaids, and dressing-up in princess clothes, but she also feels for Jazz and will stop to ask me questions when Jazz shares her feelings of not being accepted for who she really is. I listened to my son read the book to his cousin and was very interested in the conversation that followed. I sat close by ready to facilitate the conversation if I felt I needed to. They discussed what it meant to be transgender, and I just listened as they worked it out between the two of them. His cousin wanted to know how Jazz grew her hair so long. They both giggle when my son replied, "The same way you did, Silly!"

Children in younger classrooms will enjoy the beautiful illustrations that accompany the story and make this book and its topic easy to understand. Jazz shares her feelings of trying to communicate with her family and school, but still feeling very misunderstood. Students may have questions about what it means to be transgender and this book will help them to understand in a way that is age-appropriate. It will also help them to feel empathy for children who are going through something hard in their life at such a young age.This book has been used in many classrooms already so there seems to be quite a bit of resources on the web.

CLASSROOMTOOL BOX

• This book makes for a great read-aloud. The discussions that follows will be rich and meaningful-stop and ask questions along the way. Under the links there are some great discussion questions. 
• It might be great to invite someone from the community to come in and aid with the discussion and the terms in the book. This might be a counselor at your school who has been trained in gender issues or a local community LGBTQ advocate who can answer student questions. 

LINKS TO OTHER TOOLBOX IDEAS 
I am Jazz lesson plan from Welcoming Schools. 
I am Jazz Lesson Plan from Healthier Self
I am Jazz Lesson Plan and Resources
A Look at I am Jazz in the classroom and links to her reading the book

I WANT TO HEAR WHAT YOU THINK. WHAT IDEAS DO YOU HAVE?

JACOBS'S NEW DRESS PRE-K-3

"

                                                             







"Why does Jacob wear dresses?"interrupted Christopher. 
   Ms. Wilson paused. "I think Jacob wears what he's comfortable in just like you do. Not very long ago little girls couldn't wear pants. Can you imagine that?"







GRADE LEVEL: PRE-K-3
AUTHOR: Sarah and Ian Hoffman
ILLUSTRATOR: Chris Chase

REVIEW 
Recently I attended a gender reveal party. Two giant balloons were filled with either blue confetti or pink confetti. When popped, the confetti would tell family and friends gathered that in five months or so the parents could either expect a boy or a girl based on the color confetti. It seems crazy to me that we are assigning colors and gender expectations on our children before they are even born. We wonder why it is so hard for us to wrap our minds around a boy wanting to wear a dress or a girl who loves trucks, but we have conditioned ourselves to such strict gender conforming roles that we have left no room for our children to step outside our expectations. There is no genetic disposition that states any person must love certain colors and clothing styles.So what happens when a boy walks into your classroom wearing a dress?

Jacob's New Dress allows students to understand that it is okay to bend or-heck-break the gender rules. Sarah and Ian Hoffman have created a story that centers around a young boy, Jacob, who knows exactly what he wants--to wear dresses. It is the people around him that have a hard time understanding a boy in a dress. Thankfully Jacob's mother is supportive and makes a new dress for him to wear to school. Through Jacob, those in his life, including a bully in his class, are able to begin to understand that, yes, a boy can wear a dress.

Chances are that you will have students that will identify as gender non-conforming. Jacob's New Dress is the prefect book to initiate a conversation about respecting people's choices, stereotyping, and allowing students the freedom to explore gender roles. The topic of bullying will be a theme the students will react to and, it will be a great opportunity to discuss how we treat other people. 

CLASSROOM TOOLBOX

• This book makes for a great read-aloud. The discussions that follows will be rich and meaningful-stop and ask questions along the way. Under the links there are some great discussion questions. 
• The students could write a review of the book or even do a video book review. 
• Create a public service video with messages the students write about bullying.

LINKS TO OTHER TOOLBOX IDEAS 

A lesson plan for Jacob's New Dress
Discussion Questions
Lesson and Discussion Questions

I WANT TO HEAR WHAT YOU THINK. WHAT IDEAS DO YOU HAVE?

BECOMING NICOLE:THE TRANSFORMATION OF AN AMERICAN FAMILY 9-COLLEGE LEVEL

"Dignity, self-respect, the right to be treated as an equal, that’s what everyone wants. But Du Bois knew that those who are alienated from the community of man because of color (or, one might add, because of sexual orientation or gender) have a much harder path, because the alienated, the differentiated, the misfits of society must bear the burden of a single unspoken question on the lips of even the most polite members of society: “What does it feel like to be a problem?” 

GRADE LEVEL: 9-12
AUTHOR: Amy Ellis Nutt 
BOOK AWARDS: 
A New York Times Best Seller
A New York Times Notable Book
A Stonewall Honor Book in Nonfiction
A Finalist for the Lambda for Transgender Nonfiction

REVIEW 
When I was writing the award list for this book, I wanted to give it one more unofficial award: The Award for the Book Most Recommended to Those Wanting to Understand Gender Identity. Yes, it is a long name for an award, but it is one that holds so much meaning. It is even rumored that the Pope was seen reading it on a plane. For me, the story hits a personal note as it is set in the same town that I lived in when my children were born. I am embarrassed to say that, at the time, I was grossly unaware of the prejudices of my community and what impact the outcome of the trial would later have on those that I love. 

Someone once asked me how the classic, To Kill a Mockingbird is still relevant for students. For starters, I don't think American society has changed all that much since Harper Lee's depiction of a small town confronted with its own ugly prejudices. Beyond the obvious similarities of a town divided by a trial and some serious antagonists, Becoming Nicole: A Transformation of an American Family and Harper Lee's To Kill A Mockingbird are strikingly similar in a lot of ways. Becoming Nicole highlights our society's continual need for empathy and to understand what it means, "to walk around in someone else's skin." The historical trial that the Maines family endured and won is another example of our legal system catching up with our current prejudices. I particularly find Wayne Maines' journey toward the celebration of his daughter to be one of the most powerful narratives in the book. His conservative past along with his initial reluctance gives him a credibility that will bring along even a reluctant reader. I can't help but be one of the people who wants to continue the tradition of recommending this book. 

I think this book could be used in the classroom; if not in its entirety, then even in excerpts. I would be very careful not to use it as a launching pad for debate. LGBTQ students in general, and especially transgender students, have heard their basic human rights debated enough in the media and in the world in general, many may even have some traumatic experiences around this. I think that for many transgender and nonbinary students, a debate would only make them feel uncomfortable and unsafe. 

CLASSROOM TOOLBOX

• I can see the case of Nicole Maines being used in a social studies classroom. In our school we have an American Law and Trial course that I can see it being mentioned in. Once again, not for debate, but to examine the case or the law. This would mean the teacher would need to be a great facilitator. 
• The story can be broken down for narrative writing as well. There is a major conflict and many sub-conflicts that support the larger conflict. You might explore the writing for POV. Why was the story told from the POV it was? How did the author structure the storytelling and why do you think she chose to do it this way? 
• Wayne Maines journey would be a great way to look at a character's journey and how people or characters change throughout a journey. 
• If you are going to use it for class discussion, I would have a specific purpose such as the narrative ideas mentioned above. 
• What builds the author's ethos? Maybe look at what other works the author has done and this article from the NY Times. How do these help build the author's ethos?
• Maybe just use it for your own knowledge and education. 
• There are chapters in this book that really break down the science. I can see if a teacher who teaches health or science wanted to understand more or even use excerpts from this that the book could be a good resource. 

LINKS TO OTHER TOOLBOX IDEAS 
Ted Talks on the Gender Spectrum
Nicole Maines Ted Talks
Wayne Maines Ted Talks

FEEL FREE TO SHARE YOU OWN IDEAS AND CREATIVITY WITH US!