Teaching strategies are drawn from 40 years of classroom experience and presented in each of nine claims of great pedagogy (Husbands C, Pearce J, What makes great pedagogy? Nine claims from research. Research and development network national themes: theme one. National College for School Leadership. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/329746/what-makes-great-pedagogy-nine-claims-from-research.pdf , 2012) that promote socially just and inclusive classrooms. The nine claims of Husbands and Pearce’s are set out in their review of the literature on “What makes a Great Pedagogy?” The critical factors supporting classroom approaches are passion, practice, and persistence (Singleton GE, Linton C, Courageous conversations about race: a field guide for achieving equity in schools. Corwin Press, 2006). The teaching strategies presented are drawn from personal experience in secondary classrooms that display a way of being in support of Ladson-Billings’ (Yes, but how do I do it? Practicing culturally relevant pedagogy. In: Landsman J, Lewis CW (eds) White teachers/diverse classrooms: a guide to building inclusive schools, promoting high expectations, and eliminating racism. Stylus Publishing, pp 29–43, 2006) claim for culturally relevant pedagogy. Ways of being are displayed in how we think about social contexts, students, curriculum, instruction, academic achievement, cultural competence, and our sociopolitical consciousness. Our way of being then informs our behavior in socially just ways that embrace inclusion and diversity. To meet the goals of social justice and inclusivity in Canadian society, our being must be in alignment with what we do. What follows are practice-based examples that are pedagogically informed and remove some of the rhetoric around “How do I do this?” The chapter concludes that practice-based examples do not provide a cookie cutter solution, but by incorporating these practices in an intentional and integrated way that build on relationships within the classroom (between students and students and teachers), teachers can address social development, the deconstruction of normative perspectives, lives lived (student experience), and the promotion of intellectual and social skills for citizens of the twenty-first century.