Setting the Ground for Positivity There has been much discussion about the idea of ​​reframing our views and interactions with school-age children from cross-cultural, linguistic, ethnic and ethnic backgrounds. different economies (hereinafter, CLEED) backgrounds. Discussion typically revolves around ending the deficit paradigm – which sees students from these backgrounds in a negative context – and developing a new lens through which to view diversity. This new lens focuses not only on a diverse student's strengths, but also on looking for the positive aspects of those characteristics that people would normally consider negative. However, this paradigm shift – although there is much debate about its necessity – has largely not trickled down to the teachers of these students. Some culturally minded researchers (e.g., Weiner, 2006; García & Guerra, 2004) have begun to propose the idea that teachers should be evaluated on their merits and strengths rather than their deficits; However, almost overwhelmingly – and ironically – as a field, multicultural education refers to teachers being deficient in their ability to successfully teach students from diverse backgrounds. This document aims to demonstrate that if teachers are to be adequately prepared to work with students from CLEED backgrounds successfully and in a way that respects the strength of their diversity they must receive the same respect in their professional lives. That is, in order for teachers to develop their pedagogy in a way that allows them to effectively teach students from CLEED backgrounds, they must be managed in a way that respects who they are as people. I will demonstrate the need to develop a social educational culture that rejects deficiency… middle of paper… for gifted African American students. Roeper Review, 24(2), 52-58.Fullan, M., Hill, P.W., & Crévola, C. (2006). Turning point. Thousand Oaks, CA: Corwin Press. García, S. B., & Guerra, P. L. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36(2), 150-168. doi:10.177/0013124503261322 Ladson-Billings, G. (2001). Moving on to Canaan: The journey of new teachers in different classrooms. San Francisco: Jossey-Bass.Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.Perry, T., & Delpit, L. (Eds.). (1998). The real ebonics debate: Power, language, and the education of African American children. Boston: Beacon Press. Weiner, L. (2006). Challenging deficit thinking. Educational leadership, 64(1), 42-45.