As I reflect upon our recent visit to the schools in the Tower Hamlet District of London, what stands out most to me is the respect and cohesion of cultures between students and staff. It was evident how all attended to the well being of each other: the way teachers spoke about their students, the interactions between students and teachers, student with student, and the involvement of families and community members. Difference took many shapes in their schools. At Smithy, students were proud to show me "Daniel's Garden," a specially designed location on the playground for their blind classmate. While touring Bangabandhu, our student guide pointed out that the school was designed and named by a committee of community members. The walls of Canon Barnett had notices translated into many of the languages spoken in the school. Even the food at our professional development session provided a sampling of the local cultures. However, the sense of the staff's understanding of their students' lives outside of school went much deeper than what the eye could see.

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On two different occasions this spring, I had the good fortune to spend time with author and first grade teacher Paula Rogovin. Paula spoke about "Family Involvement" to staff and parents at the Bishop Woods Elementary School in New Haven in March. A few weeks later I joined a team from Talladega County, Alabama Cornerstone Partner Schools Munford and Comer Schools on their visit to the Manhattan New School where we spent time in Paula's classroom. Having shared Paula Rogovin's books, Classroom Interviews: A World of Learning and The Research Workshop: Bringing the World into Your Classroom, with Cornerstone schools over the past several years, I was prepared for her classroom to exude the excitement of a community of learners and a curriculum built around inquiry into children's questions.

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