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.

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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

Follow @multiculturalclassroom

Subscribe to Our Classroom

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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:

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

Follow @multiculturalclassroom

Subscribe to Our Classroom wherever you listen

Share this episode with an educator who is learning to lead with curiosity