Standard 5 - Culturally Inclusive Classroom

Standard 5 - Teacher leaders will establish a culturally inclusive learning climate that facilitates academic engagement and success for all students.

"...the complex dynamics of teaching are shaped both by longstanding tensions inherent in classroom teaching process and the current political, social, and policy environment" (Pace, 2015, p. 114). Teaching in the White Center community of Seattle has offered me the opportunity to work with and instruct a highly diverse group of students. Still, my experience with creating a culturally inclusive classroom was minimal. Throughout the Teacher Leadership program, I have had several chances to work on my ability to create an inclusive, engaging classroom for all students. 

There have been several classes that required us to work on creating an inclusive classroom for all students. Culturally Responsive Teaching is on of several classes that challenged us with finding ways to broaden our practice so that all students can experience success. In this class we researched the many racial, gender, and socioeconomic issues that have plagued the American education system from the beginning. We had to reflect on where we are as individuals within America and within the education system. Further, we looked at where we stand, as teachers, in our practice, what we do well, and what we can do better. Additionally, we looked at where American education has come from and where it is headed as we move forward. The final product for this class is an example of the ways in which we had to analyze where today's schools are at and how to move forward.

In addition to Culturally Responsive Teaching, I had the opportunity to take American Education: Past and Present. This class provided further insight as to where our education system has been and where it is headed. We researched many of the movements that have taken place in education systems and philosophies throughout the world. We looked at the Ancient Greeks, Russian, Chinese, and European influences that have shaped education throughout time. The American school system is sort of an amalgamation of many of the worlds' traditions that, at one time or another, were considered the way to educate. In this class, I found that some of the ideas concerning teaching have been around for a long time. Blaisdell (2000) argues that Tolstoy knew, “what was successful in the class one day did not necessarily succeed the next” (p. 1). The idea that teaching is a constantly shifting enterprise that requires our constant reflection and adjusting in order to reach our students. To do this and to create an inclusive environment, I have come to the realization that we teachers need to continually work to build relationships with our students, their parents, and the community in which they live. My final product for this class focused on this idea that relationships are key to help students achieve success.

Going back to Culturally Responsive Teaching, we researched and determined some of the steps that are necessary in order to create a truly inclusive classroom and education system. Some of the ideas have been shared above, primarily that relationships with our students, their parents, and the community. Another idea was shared by Gary Howard (1996), "The first step is to approach the past and present with a new sense of honesty" (p. 329). The call to recognize and acknowledge that there are many populations who have been marginalized in the American education system is another important step when creating an inclusive system. James A. Banks (1996) shared another important aspect of creating this system, "Transformative teaching enables students to take actions that will help to reform U.S. society so that its unum will be authentic and have moral authority among the nation's diverse groups. A reformed U.S. society will help to liberate and empower all of the nation's citizens" (p. 344). Using the tools I have learned and researched in this program will help me to become the transformative teacher Banks is talking about to help bring about change. To start, I believe I have to continually get to better know and understand my students and their culture, and to show them that I care about them and their situations. 

References:

Banks, J.A., (1996). Transformative knowledge, curriculum reform, and action. In Banks, J.A. (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 323-334). New York, NY: Teachers College Press.

Howard, G., (1996). Whites in multicultural education: Rethinking our role. In Banks, J.A. (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 323-334). New York, NY: Teachers College Press.

Pace, J.L., (2015). The charged classroom: Predicaments and possibilities for democratic teaching. New York, NY: Routledge.

Tolstoy, L.N. (2000). Tolstoy as teacher: Leo Tolstoy’s writings on education. B. Blaisdell (Ed.). (C. Edgar, Trans.). New York, NY: Philmark Lithographics.