Our Classroom

Libraries shouldn't be a luxury.

In this episode of Our Classroom, Roberto Germán reflects on a social media post from an educator who challenged the reality that many students still attend schools without fully functioning libraries.

What happens when we say literacy matters but fail to provide access to books?

This episode explores:

- Why libraries are an equity issue
- The connection between literacy and opportunity
- What students lose when libraries disappear
- How budgets reveal priorities
- Why access to books should not depend on a ZIP code
- The role libraries play in belonging, curiosity, and identity

At a time when educators are being asked to improve literacy outcomes, this episode asks a simple but important question:

How can students become readers if they don't have access to books?

Key Reflection

"A library is more than a room filled with books. It's a declaration that a child's imagination matters."

Discussion Question

What is the state of your school library—and what does it communicate to students about what we value?

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

What happens when schools see refugee students through a lens of deficit instead of possibility?

In this episode of Our Classroom, Roberto Germán sits down with Dr. Yacoub Aljaffery, author of Narratives of Success and Resilience of Students from Refugee Backgrounds in U.S. Schools: From Invisible to Valuable, to discuss what educators need to understand about refugee students, multilingual learners, and the power of belonging.

Drawing from his own journey as a refugee and educator, Dr. Aljaffery challenges common misconceptions and invites educators to move beyond trauma-centered narratives toward asset-based approaches that recognize resilience, brilliance, language, culture, and humanity.

Together, Roberto and Dr. Aljaffery explore:

• What makes students from refugee backgrounds feel invisible in schools
• How deficit thinking harms students and limits possibilities
• Why multilingualism should be viewed as an asset, not a problem
• The difference between supporting students and “fixing” them
• How current global conflicts and immigration debates impact students in classrooms today
• Practical ways educators can foster belonging and dignity
• What gives Dr. Aljaffery hope for the future

This conversation is a reminder that refugee students do not need pity. They need opportunity, affirmation, and educators willing to see their full humanity.

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

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ELA isn’t dead.

It just needs to be revived, reimagined, and remembered differently.

In this episode of Our Classroom, Roberto Germán reflects on why imagination, joy, speculative thinking, and culturally relevant literacy practices matter now more than ever in ELA classrooms.

This conversation explores:

This episode also introduces:

Hosted by Multicultural Classroom
Facilitated by Lorena Germán and Lamar Timmons-Long

📚 June 5 & 6
🕘 9:30 AM – 12 Noon EST

DM us for details or information about requesting district/school funding support.

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.

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

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Share this episode with an educator, administrator, or parent navigating conversations around culture, belonging, and identity in schools.

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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Share this episode with an educator, artist, or leader who needs encouragement right now.

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.
Belong to a Community That Gets It.

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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.
Lead with Courage.
Belong to a Community That Gets It.

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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.

Lead with Courage.

Belong to a Community That Gets It.

Join My Classroom Gold:

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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:

https://www.multiculturalclassroom.com/founding-member

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