Our Classroom

Roberto Germán | Multicultural Classroom
  • 4.9 (23)
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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

  1. 1h ago

    Episode 176 | Beyond the Ballot: Are We Preparing Students for Democracy?

    What does it mean to prepare young people to participate thoughtfully and responsibly in a democracy? In the wake of the 2026 midterm elections, Roberto Germán explores a question that extends far beyond political parties, candidates, and election results: Are we teaching students how democracy works, or are we preparing them to participate in it? Understanding government structures, voting rights, and civic institutions matters. But democracy also requires people who can think critically, evaluate information, engage in respectful disagreement, and contribute meaningfully to their communities. In this episode of Our Classroom, Roberto examines the role educators play in developing these essential capacities. In this episode, we explore: Critical Thinking: Helping students distinguish credible evidence from misinformation and opinion. Productive Disagreement: Teaching students to challenge ideas without dehumanizing people. Student Voice: Creating meaningful opportunities for students to participate in decisions affecting their learning. Civic Responsibility: Helping young people understand that democracy extends beyond Election Day. Classroom Application: Three practical ways educators can cultivate informed, thoughtful, and engaged participants in society. This conversation isn't about telling students what to think politically. It's about equipping them with the knowledge, skills, and dispositions to think independently, engage responsibly, and contribute to their communities. The question isn't simply what happened on Election Day. It's what we're doing every day to prepare the next generation for democracy. Teach in Truth. Lead with Courage. Belong to a Community That Gets It.

  2. Oct 28

    Episode 175 | Are We Creating Readers or Just Providing Books?

    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.

  3. Oct 22

    Episode 174 | When History Refuses to Be Silent

    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.

  4. Sep 30

    Episode 173 | The Books We Love Arent Always the Books They Need w/ Laura Jiménez, PhD

    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?

  5. Sep 23

    Episode 172 | Are We Preparing Students for Life After K-12?

    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.

  6. Sep 16

    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.

  7. Sep 9

    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.

  8. Sep 2

    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.

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About

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

Information

  • Creator
    Roberto Germán | Multicultural Classroom
  • Years Active
    2021 - 2026
  • Episodes
    180
  • Rating
    Clean
  • Show Website
    Our Classroom

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