What happens when schools misunderstand culture as misbehavior?

In this episode of Our Classroom, Roberto Germán reflects on powerful conversations with a Dominican mother advocating for her son after repeated school experiences rooted in misunderstanding, bias, and cultural disconnects.

This conversation explores the important distinction between cultural competence and cultural humility—and why humility requires more than training or good intentions. It requires listening, reflection, partnership, and the willingness to recognize that our norms are not universal.

Through real stories from families navigating schools, this episode challenges educators to rethink what belonging truly means and asks an important question:

Are students being supported… or silently asked to erase parts of themselves in order to fit in?

“Students should not have to erase themselves in order to belong.”

As school demographics continue to shift, many educators are realizing that diversity alone does not create belonging.

This episode is a reminder that culturally responsive practice is not about mastering “other people’s cultures.” It’s about developing the humility to listen, learn, reflect, and build authentic relationships with students and families. 

Teach in Truth.
Lead with Courage.
Belong to a Community That Gets It.

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What does it mean to cultivate hope in a moment like this?

In this reflective episode of Our Classroom, Roberto Germán explores the idea that hope is not denial, optimism, or pretending things are okay—it’s intentional, courageous work.

Inspired by the upcoming Cultivate Hope 2026 gathering hosted by The Flourish Collective, this conversation reflects on the Harlem Renaissance, the role of educators during uncertain times, and why imagination, creativity, and community matter now more than ever.

This episode is an invitation to resist cynicism, reclaim possibility, and remember that even in difficult seasons, people still have the power to create beauty, truth, and belonging.

“Hope is also imagining what could still become possible.” 

This episode was inspired by Cultivate Hope 2026, an event hosted by The Flourish Collective centered on the belief that difficult times can still produce beauty, art, community, and collective joy. The event draws inspiration from the Harlem Renaissance and the enduring power of people refusing to be diminished. 

Teach in Truth.
Lead with Courage.
Belong to a Community That Gets It.

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Pushback doesn’t show up as a theory—it shows up in real moments.

In this episode of Our Classroom, Roberto Germán breaks down what pushback actually looks like in schools and professional spaces—from parent emails and staff meetings to student questions and social media comments.

More importantly, he walks through what it looks like to respond with clarity instead of reaction.

This episode moves beyond ideas and into practice—helping educators stay grounded, protect their energy, and lead with intention when conversations get difficult.

When pushback shows up…
Who do you become in that moment?

Teach in Truth.
Lead with Courage.
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What happens when students stop worrying about grammar?

For many teachers, the answer is surprising: their writing becomes more powerful, more authentic, and more alive.

So why does that change when we shift the focus back to correctness?

In this episode of Our Classroom, Roberto Germán sits down with Patty McGee, author of Not Your Granny's Grammar, to unpack a real question from a member of the community: Is grammar instruction supporting student voice—or silencing it?

Together, they explore the tension between correctness and expression, the role of dominant language norms in schools, and what it looks like to teach writing in a way that honors both clarity and identity.

If a student communicates powerfully—but doesn’t follow traditional grammar rules…

Are they a strong writer?

Teach in Truth.
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What does it mean to stand for justice—not just with your voice, but with your refusal?

In this episode of Our Classroom, Roberto Germán sits down with author Christy Mihaly to explore the life of Pablo Casals, a world-renowned cellist who used both music and silence as acts of protest. Through her new book, Music and Silence: The Passion and Protest of Pablo Casals, Christy brings to life a story of courage, conviction, and moral clarity.

Together, they unpack what it looks like to use your gifts in service of justice—and what it costs to take a stand when it matters most.

This conversation invites educators to reflect on their own role in moments of injustice: when to speak, when to refuse, and how to remain grounded in purpose.

Music and Silence: The Passion and Protest of Pablo Casals tells the story of the legendary Catalan cellist who stood against the Franco regime and refused to perform in countries that recognized the dictatorship. His life reminds us that art is not neutral—and that sometimes, the most powerful statement is choosing not to participate in injustice.

Christy Mihaly is an award-winning author and poet who has written more than 40 books for young readers, many focused on history, civics, and social justice. Her work invites young people to think critically, engage deeply, and lead with purpose.

When faced with injustice,
are we willing to use our voice—or our silence—with intention?

Teach in Truth.
Lead with Courage.
Belong to a Community That Gets It.

If you’re an educator navigating these questions and want to grow alongside others committed to this work, join My Classroom Gold:

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What if much of what schools label as “misbehavior” is actually a misunderstanding of culture?

In this episode of Our Classroom, Roberto Germán sits down with Dr. Daniel Russell to unpack how student behavior is often interpreted through a dominant-culture lens—and why that leads to disproportionate discipline for underserved students.

Together, they explore how behaviors rooted in culture are frequently misread as defiance, disrespect, or disruption, and why frameworks like PBIS and MTSS remain incomplete when cultural responsiveness is missing.

This conversation challenges educators to rethink what they call “behavior” and reconsider whether schools are disciplining students—or disciplining culture.

Why “misbehavior” is often misunderstood

Common cultural behaviors teachers misinterpret

The limits of PBIS without cultural responsiveness

How behavior becomes racialized in schools

What validating and bridging behavior support can look like

The mindset shift educators need to make tomorrow

Dr. Daniel Russell is co-director of Advocates for CLR for Underserved Students and co-author of Supporting Underserved Students: How to Make PBIS Culturally and Linguistically Responsive. His work helps schools rethink student behavior through a culturally responsive lens.

What if the issue isn’t student behavior—

but the lens through which we interpret it?

Teach in Truth.

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Pushback is part of the work—but how we respond to it matters.

In Part 2 of the Leading When It’s Loud series, Roberto Germán explores five common mistakes educators make when facing criticism, tension, or public reaction. From reacting too quickly to trying to “win” the argument, this episode unpacks the habits that can escalate conflict and drain our energy.

This conversation is not about avoiding pushback—it’s about responding with clarity, intention, and grounded leadership.

Which of these responses do you tend to fall into first?

What helps you pause before reacting?

Where do you need more clarity vs. more restraint?

Teach in Truth.

Lead with Courage.

Belong to a Community That Gets It.

If you’re navigating pushback and want a space to reflect, grow, and stay grounded in your work, you’re invited to explore My Classroom Gold:

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What happens when thoughtful, intentional content is met with noise, criticism, or misunderstanding?

In this episode of Our Classroom, Roberto Germán reflects on a recent moment of pushback and reframes it as an opportunity for leadership. Instead of reacting defensively, this conversation explores what it means to lead with curiosity—especially when discussions around curriculum, culture, and terms like “decolonize” spark strong responses.

This episode is not about winning arguments. It’s about understanding what sits beneath reaction, staying grounded in purpose, and continuing to serve students with clarity and care.

What reactions do you notice when curriculum or texts are questioned or expanded?

How do you typically respond to pushback—internally and externally?

What might curiosity look like in moments where defensiveness feels easier?

What is the difference between expanding curriculum and erasing it?

Teach in Truth.

Lead with Courage.

Belong to a Community That Gets It.

If you’re navigating these kinds of moments in your classroom or leadership—and want a space to reflect, grow, and stay grounded in this work—you’re invited to explore My Classroom Gold:

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Students today are encountering global events in real time. News about protests, war, political instability, and humanitarian crises travels quickly through social media, and many young people are trying to make sense of it all without much context.

In this episode of Our Classroom, Roberto Germán explores how educators can approach conversations about global unrest with care and clarity. Instead of avoiding difficult topics, Roberto shares three practical strategies teachers can use to help students process complex world events while maintaining a classroom culture rooted in curiosity, empathy, and critical thinking.

This episode offers a reminder that educators don’t need to have all the answers—but they can help students ask better questions.

What global events are your students currently talking about?

How can you create space for questions without turning the classroom into a debate stage?

What strategies help students move from reaction to understanding?

Teach in Truth.

Lead with Courage.

Belong to a Community That Gets It.

Join My Classroom Gold — a community of educators committed to equity, truth, and impact.

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Bad Bunny’s halftime show gave us culture, joy, and conversation, but it also gave us curriculum.

In this episode of Our Classroom, Roberto Germán breaks down the symbolism behind the performance and explores how it can be used in classrooms as a powerful teaching text. From the sugar cane field imagery to the Puerto Rican flag, from honoring his mother’s maiden name to featuring Ricky Martin and centering Spanish language, this conversation examines how representation, history, gender, language, and class were all embedded in the visuals.

This episode is about more than a halftime show. It’s about how culture carries memory and how educators can teach with it, not around it.

Come for Bad Bunny. Stay for community. Teach in Truth. Lead with Courage. Belong to a Community That Gets It.

If you’re an educator committed to equity, truth, and impact—and want to continue doing this work in community—learn more about My Classroom Gold: 

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