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by Roberto Germán | Multicultural Classroom
Welcome to Our Classroom! In this space we talk about education, which is inclusive of, but not limited to what happens in schools. Education is taking place whenever and wherever we are willing to learn.In Our Classroom, we explore educational journeys, discuss instructional strategies, unpack books, speak with authors, and we think about how all of this is connected to education.Subscribe, rate the show and write a review! For resources to help you understand the intersection of race, bias, education, and society go to multiculturalclassroom.com
Latest Episodes
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- 5 days ago13 min
Episode 171 | When a Student Is Failing, What Are We Really Measuring?
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.
- 1 weeks ago13 min
Episode 170 | Before You Call a Student Disengaged
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.
- 2 weeks ago20 min
Episode 169 | Curiosity, Trust, and the Children in Our Classrooms w/ Inbal Alon
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.
- 3 weeks ago46 min
Episode 168 | The Archaeology of Self: Why Better Teaching Begins Within w/ Dr. Yolanda Sealy-Ruiz
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."
- Aug 19, 202610 min
Episode 167 | Are We Preparing Students for Answers or Questions?
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.
- Aug 13, 202611 min
Episode 166 | The Questions That Shape a School Year
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.
- Aug 5, 20267 min
Episode 165 | The Stories Only Your Students Can Tell
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.
- Jul 29, 20268 min
Episode 164 | Before We Teach, We Should Learn
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.
About Our Classroom
Welcome to Our Classroom! In this space we talk about education, which is inclusive of, but not limited to what happens in schools. Education is taking place whenever and wherever we are willing to learn.In Our Classroom, we explore educational journeys, discuss instructional strategies, unpack books, speak with authors, and we think about how all of this is connected to education.Subscribe, rate the show and write a review! For resources to help you understand the intersection of race, bias, education, and society go to multiculturalclassroom.com
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