Creating an Inclusive and Diverse Learning Atmosphere in a Classroom Environment
Abed Othman reflection paper
The diverse and inclusive characteristics of the learning environment include promoting a better understanding, tolerance, respect and acceptance of the individual differences of others by exploring the diverse and diverse learning, education and evaluation practices that accommodate the needs and methods of each learner. Research shows that students who have been exposed to diverse learning communities tend to perform better later in life. According to Hurtado (2001), "Scientists assert that the cognitive and social development of students is intertwined and as students approach college, they are likely to apply cognitive abilities to personal attitudes and social problem-solving." Because of the different educational policies that advocate the right to education for all, different schools around the world are forced to open their doors to students from diverse backgrounds with different educational needs.
To implement an inclusive classroom environment, there are 7 ways like academic support, preparing teachers, curriculum, integrating student bodies, creating a respectful school community, adjusting ranking calculations and creating space for discussion (Anderson,
Laura Healey confirms in 2016 that continuous teacher training to create inclusive and diversified classrooms needs highly trained and qualified teachers, not only teachers but also the rest of the staff working in education. One of the most important actions that Laura referred to was the establishment of an office for diversity in 2006 in Guilford County schools after a request from community members in the county. One of the most important tasks that this office undertakes is to ensure equality and justice in the opportunity to obtain a quality education for all students, with no difference between them based on sex, gender, class, race or colour. The most important thing in dealing with students is to create inclusive and diverse classrooms.
Laura also referred to a series of workshops called Equity Wednesdays, 'Lunch and Learning'. Led by local and local change-makers in higher education and business, these sessions provide attendees with a framework to understand the racial and cultural inequalities that exist in public systems and emphasize the need for collaboration to address them. Laura makes a critical point that the Clifford County Board of Education has opposed the North Carolina House Rule 2 Act, legislation passed earlier this year that prohibits transgender individuals from using public restrooms other than those compatible with the listed gender. on their birth certificate. This makes a great impression on the success of the inclusive and diverse classrooms in the district.
Jeanine Fukuda, the first director of the office at the Portland Public School teacher, indicated that an office called the Equity Office was established, and through the data, and academic decline in results was found due to the neglect of a large group of students, which affected the general academic level, and pointed to the importance of initiatives such as the Success Counsellors Initiative. My Brother's Keeper - an offshoot of the national program My Brother's Keeper aims to help these young people form supportive relationships with teachers, as well as identify and celebrate their strengths. Other goals include improving attendance rates and connecting students with the support needed to stay on track.
This is a good indication of the importance of the initiatives that we can use in our schools to create an inclusive and diverse classroom.
Senior Principal Fukuda also mentioned the importance of changing curricula to help students prepare for the challenges of the future. “As our world becomes more diverse, students need to understand that there are multiple perspectives on life, which enriches their learning and prepares them for the time when they will have to work with people From different backgrounds at the district level, our goal is to engage in courageous conversations about race with every employee in our organization, understanding their ethnic identity and its impact on their decision-making. We often hear the loudest voices, which usually come from the most privileged and majority communities. However, no single group can speak for the entire community.
Fukuda used a remarkable strategy to measure the impact of teachers' identities on their students called the Racial Equality Lens Tool, which consists of five questions, including questions that ask teachers about the racial and ethnic groups affected by policies, programs, and decisions. whether these actions and initiatives ultimately exacerbate existing inequalities or have unintended consequences; whether and in what way teachers have engaged other stakeholders; What are the barriers to achieving equitable results? And how it will address these barriers and mitigate any negative effects.
The question is, should we establish an office for diversity or an office for equity to achieve inclusive and diverse classrooms?
The answer is in Cedar Rapids community schools where they rely on fair practices and initiatives rather than creating offices, says Kenneth Morris Jr., director of student equity in the Office of Learning and Leadership at CRCSD. 'The important thing is for society to learn to interact with a multicultural mindset.' Kenneth notes that in higher education, teachers and students have rich discussions about what they are reading and learning. Their views go beyond simply reciting or sharing what is required of the reading.
As for how to implement this in the school community, there is no doubt that the previous ideas are very important for creating an inclusive and diverse learning environment, but for this to happen, teachers must be developed by holding training workshops to urge teachers to develop the idea, as teachers are the actual leadership of this work, and when these cadres are available, we can To apply to the first principal and convince him of the idea of inclusive, diverse classes and establish an office for diversity or equity through which the diverse inclusive learning process will be monitored and to ensure that all learners have the same rights and have the same duties
References :
Creating inclusive learning environments. (n.d.). Arizona-diversity.pantheonsite. http://live-uarizonadiversity.pantheon.arizona.edu/sites/default/files/creating_inclusive_learning_environments._a_project_of_sap_di_and_oie.pdf Hurtado, S. (2001).
Anderson, A. (2018, January 18). 7 ways to create an inclusive classroom environment. ASCD IN Service. http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/
Healy, L. (2016). K-12 school districts work to improve inclusion through teacher training. Insight into Diversity. Retrieved from http://www.insightintodiversity.com/k-12-school-districts-work-to-improve-inclusion-through-teacher-training/
