Our Classroom

Rethinking Age-Appropriate Texts, Representation, and Reading Environments

Having books available to children is important. But is access alone enough to cultivate a love of reading?

In this episode of Our Classroom, Roberto Germán reflects on a visit to a children's library in Santo Domingo, Dominican Republic, with his wife and fellow educator, Lorena Germán.

What began as a search for children's books about Dominican history turned into a much broader conversation about how we select books, design reading environments, and create meaningful opportunities for children to engage with literature.

The experience also raised an important question: Are we designing reading experiences around what adults think children need, or are we listening to the children themselves?

In this episode, we explore:

•

Why age-appropriate content isn't always presented in developmentally accessible ways

•

How illustrations, typography, layout, and text density can influence a child's reading experience

•

The difference between making books available and creating inviting reading environments

•

Why children need access to stories that reflect their histories, cultures, and communities

•

How student choice contributes to developing confident, independent readers

•

Why cultural humility matters when evaluating books and literacy practices

•

Three practical questions educators, librarians, and parents can use to evaluate their reading spaces

Whether you're designing a classroom library, selecting books for your children, or rethinking literacy instruction, this episode invites you to look beyond the bookshelf.

Because literacy isn't simply about making sure children can read. It's also about cultivating the conditions that make them want to read.

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

What responsibility do educators have to preserve history, tell the truth, and help young people understand the world they've inherited?

After spending two weeks in the Dominican Republic, Roberto Germán returns to Our Classroom with a personal reflection inspired by Mariposas de Acero, a powerful musical production at the Teatro Nacional in Santo Domingo.

The production tells the story of the Mirabal sisters, whose resistance to the dictatorship of Rafael Trujillo made them enduring symbols of courage and the struggle for freedom.

For Roberto, the experience was more than an extraordinary night at the theater. It was a reminder of the power of storytelling, the importance of cultural memory, and the responsibility educators carry when teaching history.

In this episode, we explore:

•

Why teaching history requires more than memorizing names, dates, and events

•

How storytelling, music, and theater can deepen historical understanding

•

The importance of helping students discover the histories of their own communities

•

Why historical accuracy and artistic expression both matter

•

What the Mirabal sisters teach us about truth, courage, and resistance

•

Three practical ways educators can make history more meaningful and relevant

History isn't simply something that happened. It continues to shape who we are, how we understand one another, and the choices we make today.

The question for educators is: What stories are our students learning, and what are those stories teaching them about who they are and who they can become?

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

What happens when a book we loved as children isn't necessarily the book our students need today?

In this episode of Our Classroom, Roberto Germán sits down with Dr. Laura Jiménez, author of Judging a Book By More Than Its Cover: A Critical Guide to Choosing Children’s Literature, for a conversation about how educators can become more critical and intentional about the books we place in front of young people.

Dr. Jiménez challenges educators to examine not only children's literature, but also ourselves—our reading histories, nostalgia, assumptions, identities, and the power we hold when deciding which stories enter our classrooms. Her book asks educators to reflect on their own experiences and assumptions while learning to recognize how power and privilege can operate through children's literature.

In this conversation, Roberto and Laura explore:

• Why nostalgia can influence the books educators continue teaching
• Who gets to decide what counts as a “good” or “important” book
• The difference between having representation and having meaningful, authentic representation
• How educators can develop a “habit of noticing”
• What to do when a beloved book contains problematic representations
• When to teach a text critically—and when it may be time to choose something better
• How to begin critically examining your classroom library without feeling like you have to replace everything tomorrow

Laura reminds educators that the books that shaped us don't disappear simply because we choose something different for today's students. When selecting classroom literature, she argues that educators may need to move beyond nostalgia because ultimately, “this isn’t about me.”

The question isn't simply:

Is this a good book?

Maybe we should also be asking:

Is this a good book for the children sitting in front of me?

What does it actually mean for a student to be “prepared”?

A diploma? Good grades? College acceptance?

In this episode of Our Classroom, Roberto Germán sits down with educator and parent Will Smith, whose work at the college level has given him a different perspective on what happens after students leave K–12 education.

Their conversation began months ago with a discussion about phonics and foundational reading skills. But it quickly grew into a much bigger question: Are schools and families preparing young people to become increasingly independent, or simply helping them make it to the next milestone?

Together, Roberto and Will explore:

• What Will is noticing about students now that he works at the college level
• The difference between being academically successful and being prepared for independence
• How foundational learning gaps can follow students for years
• What schools should reasonably expect from families, and vice versa
• Why family engagement shouldn't require parents to become teachers
• The difference between supporting young people and rescuing them
• Self-advocacy, problem-solving, responsibility, and learning how to struggle
• What K–12 educators can learn by looking at students on the other side of graduation

Ultimately, this conversation asks educators and families to work backward from the adults we hope children will become.

What are we preparing students to be able to do when we're no longer standing beside them?

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

A student is struggling. Assignments are missing. Grades are dropping. Eventually, everyone realizes there’s a problem.

But what does a failing grade actually tell us?

In this episode of Our Classroom, Roberto Germán explores what happens when we treat a grade as a diagnosis rather than as information. An F might reflect what a student understands, but it might also reflect missing work, attendance, organization, participation, or other circumstances.

The challenge for educators and families is to get curious without abandoning accountability.

In this episode, we explore:

• The difference between academic understanding and work completion
• Why a grade should start a conversation rather than end one
• How zeros can sometimes allow students to escape the learning
• Why accountability and grace aren't opposites
• The difference between access to a grade portal and meaningful family communication
• Why students need to be part of conversations about their own struggles
• How educators and families can move from blame toward a concrete repair plan

Roberto also offers four questions educators and families can use when a student is struggling:

What does the student know?
What's missing?
Why is it happening?
What's the repair plan?

A failing grade should create urgency, but urgency doesn't require judgment.

Ultimately, the goal isn't to produce a more accurate F.

The goal is to help the student learn.

A student puts their head down. Another stops completing assignments. Someone else seems completely checked out.

It's easy to call these students "disengaged." But what if the behavior we're seeing isn't the whole story?

In this solo episode of Our Classroom, Roberto Germán challenges educators to get curious before making assumptions about students who appear disconnected from learning.

Using four simple areas, Connection, Access, Relevance, and Agency, Roberto offers a practical framework educators can use to examine the conditions surrounding student engagement.

In this episode:

•

Why disengagement is an observation, not an explanation

•

How relationships influence students' willingness to participate

•

Why struggling students sometimes protect themselves by checking out

•

How to maintain rigor while increasing access

•

Why relevance is deeper than making lessons entertaining

•

How meaningful choices can create greater student ownership

The challenge is simple: choose one student who seems to be disconnecting. Examine Connection, Access, Relevance, and Agency, and change one thing.

Before asking, "What's wrong with this student?" try asking:

"What might this student be communicating, and what can I change?"

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

What happens when a child keeps asking, “Why?”

In this episode of Our Classroom, Roberto Germán sits down with librarian and children’s author Inbal Alon to discuss her picture book, The Whys Get in Trouble.

Through the story of Naomi, a child whose questions don’t always fit neatly into the expectations around her, Inbal invites us to think about what happens when children’s natural curiosity collides with adult expectations for compliance. As Naomi begins to lose her “Whys,” even the world around her seems to lose some of its sparkle.

Together, Roberto and Inbal explore:

• The difference between curiosity and perceived defiance
• How schools can unintentionally discourage questioning
• Why protecting curiosity is different from simply tolerating it
• What happens when children ask questions at inconvenient times
• How educators can help students leave our classrooms with more questions, not fewer

This conversation is an invitation to reconsider what we mean when we say we want students to be curious.

Maybe the goal isn't to have all the answers.

Maybe it's to protect the Whys.

What if the most important work we do as educators isn't lesson planning, it's self-reflection?

In this episode of Our Classroom, Roberto Germán sits down with educator, scholar, and author Dr. Yolanda Sealey-Ruiz to discuss her powerful book, The Archaeology of Self. Together, they explore why meaningful teaching begins with looking inward and how self-examination can transform the way we show up for our students.

Rather than focusing on strategies alone, this conversation invites educators to consider the inner work that shapes every interaction, every relationship, and every classroom.

In this episode, we discuss:

• What it means to practice the "archaeology of self"
• Why transformation begins with self-reflection
• The difference between comfort and growth
• How critical love shapes teaching and leadership
• Why curiosity and humility are essential for educators
• The lifelong journey of becoming, not just teaching

Whether you're a classroom teacher, instructional coach, or school leader, this episode is an invitation to pause, reflect, and continue becoming the educator your students need.

Key Reflection

"The work of transforming our classrooms begins with the work of transforming ourselves."

Artificial intelligence has changed the way we access information, but it hasn't changed the importance of curiosity.

In this solo episode of Our Classroom, Roberto Germán explores why great teaching isn't just about helping students find answers. It's about helping them ask better questions.

In this episode, we discuss:

•

Why curiosity is one of the most important skills students can develop

•

How questions deepen learning across every subject

•

What AI reveals about the future of education

•

Why classrooms should celebrate thoughtful questions as much as correct answers

•

How teachers can cultivate lifelong learners

As educators, our goal isn't simply to prepare students for the next test. It's to prepare them for a lifetime of learning.

Key Reflection

"The future doesn't belong to the people with all the answers. It belongs to the people who never stop asking thoughtful questions."

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

The beginning of a school year is filled with anticipation.

Teachers organize classrooms, prepare lesson plans, establish routines, and think through every detail of the first week. Those things matter but they aren't the only things that matter.

In this solo episode of Our Classroom, Roberto Germán invites educators to look beyond procedures and consider the deeper questions that shape the culture of a classroom long before the first unit is complete.

Rather than offering a checklist for the first week of school, Roberto shares five reflective questions that can influence every interaction, every lesson, and every relationship throughout the year.

In this episode, we explore:

•

What students are learning about themselves in your classroom

•

Why every student arrives carrying an unseen story

•

How belonging is built through everyday decisions

•

The difference between creating compliance and cultivating community

•

What you hope students will remember long after they've forgotten your lessons

As another school year begins, this episode is a reminder that great teaching isn't only measured by what students know, it's also measured by who they become.

Key Reflection

"Long after students forget your syllabus, they'll remember how your classroom made them feel about themselves."

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

Every day, teachers ask students to write.

But how often do we ask them to write the stories that only they can tell?

In this solo episode of Our Classroom, Roberto Germán reflects on a question that emerged while preparing for a workshop on poetry, identity, and place: What stories are we inviting students to preserve?

Too often, writing becomes an exercise in compliance—responding to prompts, meeting standards, or completing assignments. But writing can also become an act of remembering, honoring, and preserving the people, places, and experiences that shape who we are.

In this episode, Roberto explores how educators can move beyond asking students to write about content and begin inviting them to write from their lives.

This conversation is an invitation to rethink writing, not simply as an academic task, but as a way for students to discover themselves and leave something meaningful behind.

Click Here for More Resources!

Key Reflection

"Our greatest contribution may not be the lessons we teach, but the space we create for students to tell the stories only they can tell."

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

As educators, we often focus on what we're going to teach. But what if the most important part of teaching happens before we ever step into the classroom?

In this solo episode of Our Classroom, Roberto Germán reflects on preparing for an upcoming workshop with the Sealaska Heritage Institute in Juneau, Alaska. As he revisits his presentation, he realizes that the workshop isn't really about poetry—it's about humility, listening, and honoring the stories that already exist within every community.

Rather than arriving as the expert, Roberto shares why he's choosing to enter as a guest and what that shift has taught him about culturally sustaining teaching, place-based education, and the importance of helping students tell their own stories.

In this episode, you'll hear about:

• Why every community already possesses wisdom
• The difference between teaching as an expert and teaching as a guest
• How place shapes identity
• The power of listening before speaking
• Helping students become experts on their own communities
• Why culturally sustaining teaching begins with humility
• Questions every educator should ask before teaching in any community

Whether you teach across the country or across the hallway, this episode is an invitation to slow down, listen deeply, and recognize the knowledge students already bring into the classroom.

Click Here for More Resources!

Key Reflection

"Before we teach, we should learn. Before we speak, we should listen."

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

What if multilingualism isn't something to overcome—but one of a child's greatest strengths?

In this episode of Our Classroom, Roberto Germán sits down with educator, school leader, and multilingual education advocate Elise Genao to explore the power of translanguaging and why honoring children's full linguistic identities creates stronger learners and more inclusive classrooms.

Drawing from her experience as a teacher, instructional coach, administrator, and consultant, Elise shares how educators can move beyond deficit thinking and embrace language as an asset.

In this conversation, we discuss:

•

What translanguaging is—and what it is not

•

Why multilingualism is a strength, not a barrier

•

Common misconceptions about multilingual learners

•

Practical classroom strategies that honor students' home languages

•

The connection between language, identity, and belonging

•

How school leaders can better support multilingual students and families

•

Why every educator—not just bilingual teachers—has a role to play

This episode is a reminder that when students are invited to bring all of who they are into the classroom, everyone benefits.

Key Reflection

"Students shouldn't have to leave part of themselves at the classroom door in order to learn."

About Elise Genao

Elise Genao is an educator, instructional leader, and consultant with extensive experience supporting multilingual learners. She is passionate about helping schools create language-rich environments where every child's identity is valued and every language is seen as an asset.

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

How do we teach children to respect others without teaching them to ignore themselves?

In this episode of Our Classroom, Roberto Germán sits down with children's author Caitlin Roeder to discuss her forthcoming picture book, Family Kisses, and the important conversations it invites around family traditions, culture, consent, bodily autonomy, and children's voices.

Together, they explore how adults can help children navigate relationships with confidence, kindness, and self-respect—without asking them to sacrifice who they are.

In this conversation, we discuss:

•

The inspiration behind Family Kisses

•

Teaching children about bodily autonomy in age-appropriate ways

•

Honoring family traditions while respecting personal boundaries

•

The role trusted adults play in helping children find their voice

•

Why consent is really about dignity and respect

•

How picture books create opportunities for meaningful conversations

•

What educators and families can learn from Mei-Li's story

This episode reminds us that teaching children to honor others should never require them to lose themselves.

Key Reflection

"Children can learn to be kind, respectful, and compassionate while also understanding that their voice and their boundaries matter."

About Caitlin Roeder

Caitlin Roeder is a children's author whose forthcoming picture book, Family Kisses, offers a joyful depiction of family celebration while introducing young readers to ideas of consent, bodily autonomy, and self-advocacy through the story of Mei-Li and her Chinese New Year celebration.

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

Every lesson teaches something.

The question is: What are students learning beyond the standards?

In this episode of Our Classroom, Lorena Germán sits down with educator and school leader Suzanne Adinolfi to explore the hidden curriculum—the unspoken messages students receive about identity, belonging, voice, and power.

Together, they discuss why meaningful learning extends beyond academic standards and how educators can intentionally create classrooms where students feel seen, valued, and empowered.

In this conversation, you’ll learn:

• What the “hidden curriculum” is and why it matters
• How classrooms communicate messages about belonging
• The difference between compliance and authentic engagement
• Why relationships are foundational to learning
• How curriculum shapes students’ identities and sense of self
• Practical ways teachers can move beyond coverage toward connection
• What school leaders can do to cultivate cultures of belonging

This episode is an invitation to rethink not only what we teach, but also what our teaching communicates.

Key Reflection

“Students may forget a lesson, but they’ll remember how your classroom made them feel about themselves as learners.”

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

What if some of the most important lessons about belonging happen outside the classroom?

In this episode of Our Classroom, Roberto Germán sits down with educator, school social worker, author, and parent Jalpa Vaidya Patel to discuss how schools and families can intentionally create spaces where children feel seen, valued, and connected.

Drawing from her work helping transform recess into a cultural celebration and her broader commitment to community-building, Jalpa shares practical insights about belonging, curiosity, culture, and student well-being.

In this conversation, we explore:

• Why belonging must be intentionally cultivated
• The power of cultural celebrations and shared experiences
• How curiosity helps children embrace differences
• The connection between belonging and mental health
• The important role families play in school communities
• What schools can do to move beyond inclusion toward genuine connection
• Jalpa’s upcoming children’s book, Wizzy the Worldly Tree

This episode reminds us that belonging isn’t something we simply hope for—it is something we build together.

Key Reflection

“Belonging doesn’t happen by accident. It happens through intentional relationships, meaningful experiences, and a commitment to seeing one another fully.”

About Jalpa Vaidya Patel

Jalpa Vaidya Patel is an educator, licensed clinical social worker, author, and advocate for student well-being. Her work focuses on helping children develop empathy, connection, and a sense of belonging in schools and communities.

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

What does meaningful school change actually look like?

In this episode of Our Classroom, Roberto Germán sits down with Dr. Lucy Canzoneri-Golden, Co-Founder and Co-Director of Coral Reef Montessori Academy Charter School, to discuss what happens when a school commits to culture, belonging, and student-centered learning over the long haul.

Rather than treating equity and inclusion as isolated initiatives, Coral Reef Montessori has worked intentionally to embed these values into the fabric of the school community. Dr. Canzoneri-Golden shares lessons learned from that journey, the challenges along the way, and the impact it has had on students, educators, and school culture.

In this conversation, we explore:

• Why school culture work cannot be treated as “one more thing”
• What motivated Coral Reef Montessori to invest deeply in this work
• How teachers’ mindsets and practices evolved over time
• The challenges of leading meaningful change
• Why sustainability matters more than one-time professional development
• What annual teacher reflections revealed about the impact of the work
• Advice for school leaders seeking to create more inclusive learning communities

This episode is a reminder that meaningful change rarely happens overnight. It happens through commitment, reflection, relationships, and a willingness to keep showing up.

Key Reflection

“School culture isn’t built through a single workshop. It’s built through years of intentional practice.”

About Dr. Lucy Canzoneri-Golden

Dr. Lucy Canzoneri-Golden is an educator, Montessori leader, and advocate for child-centered learning. As Co-Founder and Co-Director of Coral Reef Montessori Academy Charter School, she has helped cultivate a learning community grounded in independence, curiosity, compassion, and lifelong learning.

Discussion Questions

• What does sustained school improvement look like in your context?
• How do you move important work from initiative to culture?
• What feedback are you gathering from teachers, students, and families?
• What systems help meaningful change endure?

School leaders, if this conversation resonated with you, we’d love to help your team move from good intentions to sustained impact.

Multicultural Classroom partners with schools and districts through professional development, coaching, and implementation support designed to strengthen belonging, student engagement, and culturally sustaining practice.

Visit https://www.multiculturalclassroom.com/ to learn more.

Let’s build the kind of schools our students deserve.

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

What if picture books were some of the most powerful tools available to educators—not just for teaching reading, but for helping students understand themselves?

In this episode of Our Classroom, Roberto Germán sits down with literacy consultant and author Sarah Cordova to discuss the role picture books can play in shaping student identity, developing writers, and creating more inclusive classrooms.

Together, they explore how thoughtfully selected mentor texts can serve as both mirrors and windows—reflecting students’ lived experiences while expanding their understanding of others.

In this conversation, you’ll learn:

• Why picture books remain powerful across grade levels
• How mentor texts can strengthen writing instruction
• The connection between literacy and student identity
• Why representation matters in classroom libraries
• How immigrant and refugee stories help build empathy and understanding
• Practical ways teachers can use picture books to empower student voice

Whether you’re an elementary teacher, literacy coach, administrator, or secondary educator looking to strengthen writing instruction, this conversation offers practical ideas and inspiration for helping students see themselves—and their possibilities—through books.

About Sarah Cordova

Sarah Cordova is a national literacy consultant and author of The Power of Picture Books in Student Identity: Writing Lessons That Empower. Her work helps educators integrate identity, belonging, and culturally responsive literacy practices into daily instruction.

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

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.

Connect with Us

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

Follow Multicultural Classroom and subscribe to Our Classroom for more conversations at the intersection of education, culture, identity, and belonging.