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OMM1 Task 1 Creating a Supportive Learning Environment Learner Expectation A culturally responsive environment is one that values and affirms the cultural identities of all students. It creates a sense of belonging and empowers students to reach their full potential. Classroom expectations are clearly defined in the first few days of school. Each student receives a syllabus that explains what is expected of them. School policies are also discussed in all classrooms during the first few days of school. Students will know my rules and the school rules so that they do not have to guess how to behave or act in class. Clearly communicate your expectations for behavior and learning and consistently enforce them. “Classroom climate is determined by both intentional and unintentional actions, and by both explicit and implicit messages.” (The Ohio State University, 2023) I must follow my own rules to create the climate of the classroom. Having expectations in class and school allows students to feel safe and comfortable in class and school. If students feel safe at school, this will create a sense of belonging there to each student. Emotional & Physical Safety “According to Maslow (1943, 1954), human needs were arranged in a hierarchy, with physiological (survival) needs at the bottom, and the more creative and intellectually oriented ‘self-actualization’ needs at the top.” (McLeod, 2 0 24) I believe in building rapport with my students. To me, it is all about building relationships with students. If students can trust you, they are more willing to participate in class than if they do not believe in you. We as teachers need to realize that we may be the only positive people the students see that day. One thing that I like to do on day one is for students to take a quiz about me. What have I done, where have I lived, what
TV shows I like, and other things about me that can be funny or interesting? It is suitable for them to learn about me from day one. After discussing the answers to the multiple-choice quiz, I ask them to write down two interesting facts about themselves. This is just another way I can learn about them. Students need a safe place; this should be every teacher’s classroom. Safety is necessary for survival, and it must be met in classrooms. As with emotional safety, the students need to trust that I will keep the classroom environment safe for everyone. The last thing I try to teach in my class is conflict resolution. It seems like in today’s world, there are more and more people who do not know how to resolve a conflict without violence. I try to teach students how to resolve conflict when examples arise in the classroom. Sense of Belonging I need to start by learning everyone’s names. This is basic but can lead to a sense of belonging in my class. “Learning student names has been promoted as an inclusive classroom practice.” (Cooper et al., 2017) Getting to know your students goes a long way; this is another reason I use the quiz about me in class. This can also be done through informal conversations, surveys, or icebreaker activities. Actively listen to your students show that you value their thoughts and opinions and offer specific and sincere praise for their efforts and achievements. “Be warm, friendly, and present. Greet Students when they enter the class” (The Ohio State University, 202 3 ) is something that I try to do every day. A teacher's praise can be a powerful tool for fostering a culturally responsive learning environment. When students share their cultural background or experiences, praise their insights. Praise students for sharing their thoughts, feelings, and perspectives if they differ from the norm. This will help them feel comfortable in class and show students they can share their unique perspectives. Respectful relationships
encourage them to pair up and work with others. Sometimes, I assign them to groups as we try to get students to work with someone they are not used to. They can move desks to work with each other or during group work. Students know they have some freedom in my class to find their best place to sit; if they need any priority seating, they need to ask me, and I will attempt to make it work, depending on the need. I believe students are willing to take more risks on their work when they work together as they can check it with someone they are working with, allowing students to grow. Students who can work together in a classroom have many benefits: a sense of belonging, lower stress, positive association with school, and increased engagement are only a few. Due to these benefits, working together in pairs or groups fosters a supportive environment. “Classroom collaboration, done well, not only enhances academic learning and social and emotional skills, but also develops students’ social capital.” (Waite, 2021, as cited in Patterson,
- By allowing them to choose who they work with, they should participate in class more. When student participate, they will bring their backgrounds into the discussion and they can attack problems form a different perspective. “The work should invite students to consider different approaches to the task, which can be an opportunity to strengthen and reflect upon thinking skills and strategies. Diverse opinions, reasons and negotiations should be encouraged.” (The Education Hub, 2019) Learning Resources Teachers must create lessons that help all students and offer equal opportunities to all students. “The culturally responsive mathematics teacher recognizes the potential in every student to engage in mathematical thinking and finds ways to elicit students’ mathematics reasoning.” (Ellis, 2019) One approach is when I teach parabolas in Algebra 2. Parabolas are essentially arches to an extent. I can ask the students to find real-world examples with parabolas
and create a Google doc with pictures of structures or real-world examples of parabolas. I like to provide an example for them, so I have them look out the window at the power lines. The shape of the lines made from pole to pole is that of a parabola. This allows students to think about their background and apply it to their surroundings. They can use things from their home or architecture. Another method to help with the learning of math concepts is to offer multiple different ways to approach a problem. As an example, when teaching multiplying binomials, I teach 4 different methods: distributive method, box method, FOIL, and vertical method. This way, students can choose which one makes more sense to them. We need to try to make connections with them and how they learn. Another tactic I use in class is cooperative learning and student-led learning, where students experience it first and then formalize it later (EFFL). In my classroom, students work together to think through problems, discuss them, and develop their own understanding of the information before I talk through the material and definitions. (Stecher et al., 2023) Students’ home and community expectations “Decades of research outline a clear need for parent involvement in a child's educational experience. When families are engaged in school, their children are more likely to succeed.” (Woolf, 2023) Making contact with a student’s home is another push by our district. I can accomplish this using Remind, which our district pays for and utilizes. This is a way to communicate classroom announcements. Scheduling parent-teacher conferences to discuss student progress is another effective way to create community expectations. Utilize these meetings to discuss family traditions, cultural practices, and community expectations. Another way to connect is through the academic side. Try to connect the academic content to students' personal experiences and community issues. Tailor instruction to meet the diverse needs and
I am currently a high school math teacher in the most diverse school in Illinois. ( 2022 Most Diverse School Districts in Illinois , n.d.) I teach mainly juniors and seniors at all levels. I have an AP Statistics class, an Algebra 2 class, and a college transitional math class, Prealgebra. The students come from a wide range of ethnic backgrounds, as well as socio-economic backgrounds. We are mainly an urban school, but it does extend to some rural areas when you get to the outer edges of some areas. I am from the same area but not from the same school district. I did not come from a low socio-economic family, and I do not have the same ethnic backgrounds as many of my students. One form of bias could be based on a student’s appearance. Teachers may judge students based on their appearance, such as clothing, hygiene, hairstyle, or body weight. This can lead to unfair treatment or lower expectations. If a student is self-conscious about their appearance, it can negatively impact their self-esteem and confidence. This can make it harder to concentrate in class and participate. This will lead to lower scores in class as they are not participating and are not learning in the class. In addition, this can lead to bullying because they may not conform to social norms, which can lead to a student not attending school, which directly affects their grades. A second form of bias in my line of work is the adage of gender. Teachers may have different expectations for boys and girls, limiting opportunities for both. For example, boys may be encouraged to pursue STEM fields, while girls may be steered towards more traditional roles. Girls might be discouraged from pursuing STEM fields (science, technology, engineering, math) if teachers assume they are not naturally inclined. This can affect their schooling and futures as they may be directed toward another college major. Teachers need to be more self-aware when dealing with these biases. Teachers need to reflect on interactions. Building strong relationships
with all students will also help with having these biases. Teachers need to challenge their assumptions about students. By recognizing and addressing unconscious biases, teachers can create more equitable and inclusive learning environments for all students.
Rimm-Kaufman, S., & Sandilos, L. (20 15 ). Improving students’ relationships with teachers to provide essential supports for learning. American Psychological Association. https://www.apa.org/education-career/k12/relationships Rodrigues, P. F. S., & Pandeirada, J. N. S. (2018). When visual stimulation of the surrounding environment affects children’s cognitive performance. Journal of Experimental Child Psychology , 176 (17 6 ), 1 40–149. https://doi.org/10.1016/j.jecp.2018.07. Stecher, S., Wilcox, L., & Gallas, L. (202 3 ). Experience First, Formalize Later. Mathematics Teacher: Learning and Teaching PK–12 , 116 (7), 520–528. https://doi.org/10.5951/mtlt.2022. The Education Hub. ( 201 9). What is culturally responsive teaching? In The education hub. https://theeducationhub.org.nz/wp-content/uploads/2019/08/What-is-culturally- responsive-teaching.pdf The Ohio State University. (20 23 ). Shaping a Positive Learning Environment. Teaching & Learning Resource Center. https://teaching.resources.osu.edu/teaching-topics/shaping- positive-learning Woolf, N. (20 2 3). Family engagement in schools: A comprehensive guide. Www.panoramaed.com; Panorama Education. https://www.panoramaed.com/blog/family-engagement-comprehensive-guide
