OMM1 Task 1: Creating a Supportive Learning Environment C, Thesis of Accounting

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Creating a Supportive Learning Environment Western Governors University

A. Classroom Atmosphere Being teachers is a vital role that we play. We see those students more than some of their parents. It is essential to understand the learner's expectations in the classroom. All teachers are different and have different learning styles. Learner expectations are culturally responsive, and they show students the rules during the first couple of days to ensure that they are aware and that nothing surprises them. Clear and concise expectations, such as what the goals are for the year and what they will look like at the end of the year. Teachers' values allow the students to embrace their culture in how they learn in the classroom, whichever way they can. Community circles can practice structured open dialogues between students and adults and make them feel like our classroom is a safe place, and emotional safety is one of them. This helps with language abilities and how we talk to each other. The article Effective Teaching is Culturally Responsive talks about holding high expectations for all students and helping all students learn. (Goe, Bell, & Little, 2008) Emotional safety is another crucial aspect of the school. To help ensure emotional learning in the school, using the same routines daily helps the students ensure that their safety is being communicated throughout the class day and the whole year. Physical safety is essential for a classroom atmosphere that reinforces culturally responsive values, such as students knowing that their emotions and/or feelings of a connection and feeling like they belong to something at school. Teachers would make sure that students' desks are organized into groups so they can work together in small groups or intervention—making sure that we can move around the classroom so that students are easily accessible for me to help them. Respecting and valuing students' home culture is key for them to be understanding. In the article, they say that class-

with academic learning and culturally responsive values. The Education Northwest talks about the arrangement of desks that enhance interpersonal relationships between the teacher and the students. This helps with a sense of connection and collaboration amongst themselves. (Shade, Oberg, & Kelly, 2004 ). A U-shape class would be beneficial because it allows all the students to observe the teacher while the teacher can be in the middle of everyone, making it easy to hear each person speak. That would be ideal, but in all situations, you have to make whatever you have work as best as possible and then adapt to what you have. They have resources in the classroom that reinforce culturally responsive values. Many students do not want to attempt an answer or question because they fear being wrong. Learner Resources There should be many instructional materials throughout the classroom, whether pictures and/or colors, which create an inviting environment and students want to learn. The Education Northwest states that the physical environments of schools reflect the expectations that educators have of the capabilities of their students. (Nieto, 2000 ). The Region X Equity Assistance Center identifies at least seven essential components, such as access, ensuring that all students have the same access to succeed. Instruction: Using positive instruction to promote positive images of diverse groups. Materials: Review materials to minimize bias in contents. Assessments: Differences in students' learning styles and cultural backgrounds when assessing students and aligning culturally responsive instruction. Interactions: Adjust ways to relate to students and be respectful. Attitudes: Acknowledge biases and be unintentional. Language: Make sure you monitor biases that can create stereotypes. Nieto, 2000 ).

their students' families perceive culture and how they use it in their everyday lives. Teachers can take this information and help create lessons or activities that the students will have a common interest in. The meetings with the families give the teacher an inside look at the student's home and community expectations. Part C: Instructional Practices One instructional practice I would like to incorporate throughout my teaching is being better prepared for everything I do. I will do more research on my students and their needs and capabilities and learn their learning styles and what best fits their needs throughout the school year. The text says that recommended training for teachers in instructional techniques matches the diverse learning styles of their students. Gay (2002) proposed that teachers should be prepared with culturally responsive knowledge, attitudes, and skills during preservice education programs to improve the school success of diverse students. I completely agree with that. When you are not well educated in an area, how should you know how to be culturally responsive to it? Another instruction practice that I would like to incorporate into my teaching is asking students for feedback on the effectiveness of my instruction. I want to improve the way students reflect on what is being taught. The text says that individual discussions with students help teachers modify instructional practices to meet students' needs by adapting materials, chasing the instruction sequence, and transitioning from one activity to another. (Bellon, Bellon, & Blank, 1992 ). Also, as I do not want my students to hold back, especially if they are not getting something, it could be on my end where I am not doing a good enough job showing examples or making them more applicable to them. Current Position

I am the lead teacher in the 3rd-grade classroom. I teach ELA, Science, and Social studies. Student Backgrounds Of the 25 students in my classroom, 75 % of my students are of the Caucasian race, with the other 25 % being a mixture of Asian Americans and African Americans. Nearly all 25 of my students come from dual-income families, with both parents having full-time jobs. This school's town is a small farm town that combines with another small town with a total population of under 1 ,000. The students do not reside in a low-income school district, with the students qualifying below the state average for free and reduced lunch. Personal Background My background is very relatable to my students' backgrounds because I grew up and currently reside in the same school district as my students. I am a white Caucasian and come from a dual-income/parent household. For the last two years, I have taught at this school. I have taught about 20 of my peer students with whom I went to school. Unconscious Biases I must be aware of two unconscious biases in my classroom: calling on students who might have the same value as me or the same race and gender bias. One bias is perceived to be correct at times, and calling on students with the same values as your major because then you are not seeing the other side of things and just picking on the student you know would be your answer. In the article, we unconsciously favor students who are perceived to be most likely like themselves. (Ladson-Billings, 2009 ). Teachers must know that they call on one student more often than others; sometimes, we do not mean to do so. Doing this could lead to other students

to be singled out. Being able to give more than one point of view on information may lead to a misinterpretation of the understanding of a particular group of people. Alternatively, using words such as he exclusively terms such as needy or less fortunate to describe a group of people. Teachers are not trying to isolate information about people of color women or gender everyone is equal they are trying to incorpaorte all types of information throughout the day.

APA Sources Culturally responsive teaching. (n.d.). https://educationnorthwest.org/sites/default/files/resources/culturally-responsive- teaching.pdf