culturally inclusive classroom
Students in the United States spend the vast majority of their time in the care of adults other than their parents or guardians, according to statistics. These school-based adults are in charge of providing care for children who are not their own. Academic success and professional success are both dependent on the cultural upbringing of teachers and students, respectively.
Teachers and students must get to know one another on a deeper level than just their own cultural backgrounds. Teachers must also be able to recognise and respect the differences between cultures, rather than attempting to generalise about others. Students must be viewed as complex, multidimensional individuals rather than as mere numbers.
This is why school leaders and teachers must see their schools or classrooms as inclusive, welcoming places where everyone is welcome.
FOCUSING A SENSE of INCLUSION IN THE CONFERENCE ROOM
It is common to discuss the dynamics of creating an inclusive classroom community in terms of the diversity of students and the diversity of school buildings. Adult culture and diversity are often relegated to the periphery of discussions. First and foremost, it is critical to recognise and understand the beliefs and practises of adults in order to navigate the intersection of student and adult cultural diversity.
This necessitates educators being willing to examine our collective history and the ways in which it influences our behaviour. First and foremost, we must consider our current and historical living circumstances. Taking a look at our lives as children, teenagers, and adults can help us to understand how our past experiences have shaped our present and how they might influence our work with families and children who have had very different upbringings and experiences.
Culture is a way of looking at the world that is shared by a group of people. Students’ individual needs must be addressed first in order for culturally inclusive schools to be successful. A number of relationship-building approaches have been employed by me, and I believe they have the potential to assist educators and students in successfully navigating the cultural intersection of the school community.
1. Get to know the names of your students and how to pronounce their names correctly. When teachers and other school-related adults take the time to learn their students’ names, they help them feel valued and appreciated in the classroom.
Mobile assistance programmes such as Siri for iPhone, for example, are so good at recognising names that they have a pronunciation feature that allows the phone to correctly pronounce the owner’s name when he or she calls. The importance and recognition of name recognition can be recognised by mobile technology, which is capable of doing so. This is something that can be applied to the classroom community as well.
When someone’s name is mispronounced, it is considered passive-aggressive disrespect.
2. You have the ability to set aside time for relationship housekeeping.
Human beings are social creatures. Both children and adults desire to feel a sense of belonging to people they can rely on.
3. Engage in one-on-one conversations with students, hold discussions, and convene informal meetings. These discussions should begin as early as possible in the year and continue throughout the entire year. Do not wait until a student is in trouble or experiencing a problem before engaging in conversation with them.
Phone calls, conferences, and emails are all ways to stay in touch with your parents. These interactions should begin as soon as possible in order to avoid any potential issues. They should also be used as a means of getting to know the families of your students.
5. Take a moment to consider your own self-perception. What does your body language communicate to them about how comfortable you are in their presence? How do you communicate with your students in a way that demonstrates your concern for them? What kinds of biases or perceptions do students have about you based on your appearance, how you dress, and how you communicate with them?
It is important for your students to get to know you. Is it possible for them to recognise your favourite colour? Are they able to pick out your pet peeves and favourite colours from your outfit? Is it possible for them to guess what you like to do for fun? In any relationship, both parties get to know one another better. The relationship between a teacher and a student is no different.
6. Be familiar with your subject matter. A teacher who is knowledgeable about the subject matter is desired by students. Predicting student misconceptions and explaining the content in a variety of ways are important skills for teachers to have.
In order to create inclusive classroom environments, teachers and students must establish relationships with one another. Students will be inspired by teachers who are well-liked and respected by them. When teachers hold students accountable for their actions and recognise their accomplishments, they demonstrate genuine concern and care for them. Teachers who are more concerned about their students are more likely to reach them.
Students in elementary school may not be able to articulate their specific needs in terms of learning and safety because they are still developing language skills. It is possible that the teacher will need to consider the student’s behaviour in order to determine the best course of action. The navigator in this case is the student.