Creating a Safe and Respectful Classroom Environment

The scenarios and RAFT activity we did in class today really forced me begin to see the types of issues we as teachers will encounter and possible ways to address them. Two of the responses in particular that really stuck with me in thinking about my own classroom environment were the letter addressing the bullying and harassment (scenario 2) and the diary entry regarding the encouragement (and lack thereof) for pursing a college education.

In order to create a safe and respectful environment, students need to feel that what they have to say is important and will be heard by the others in the classroom. They also need to feel free to say anything, as long as what they are saying is not disrespectful to anyone else. Another part of creating this safe and respectful environment is also letting it be known from the very beginning that students’ aspirations and goals are of the utmost importance and that they will be encouraged and supported in whatever they aspire to be. Similarly, I also feel it is also important to create an environment in which students would feel free to discuss their aspirations, goals, concerns or even problems outside of school with me, so that if a situation similar to scenario 2 were to occur, they would feel that they had someone else to turn to who would provide the encouragement that they needed.

The letter addressing sexual harassment is also very closely aligned with my own views of the environment in which students should learn in. As a teacher, I would make sure that my students knew that there is zero tolerance for bullying in any form. Part of creating a safe space for students is to be perfectly clear from the beginning what is expected of the students and what will and will not be tolerated. While realistically simply stating that it won’t be tolerated may not be enough to stop it from happening, presenting expectations in a clear manner from the beginning, would definitely contribute to building this safe and respectful environment.

While creating a safe and respectful space seems like a daunting task, I know it can be done because I've had a multiple classrooms where the environment was like a safe haven to express myself and to speak with the teacher and students about anything (as long as it was respectful). I’ve had teachers who, from the very first day, communicated to the students exactly what kind of environment they want to build in their classroom by explicitly stating what is expected of them, letting it be known that they are available to discuss anything with the students, and clearly outlining what will and will not be tolerated. I even had a teacher that created such a safe, respectful, and comfortable environment that students would even speak to her about things they might not even discuss with their own parents, as she could always provide and unbiased, outsider’s perspective on the situation. By creating this kind of environment, the students gradually began to create bonds with her as well as each other, creating an environment of not only safety and respect, but also of trust.

The Importance of Knowing Both Sides of an Issue

From our debates in class today, I was surprised to find how torn I became on all three of the issues being presented. Before class I thought I held an opinion one way or the other on each of these issues, but after leaving class I am more confused than ever on what exactly my views are. This brings me to my point of just how important it is to really know both sides of an issue. I think too often a lot of people start out like I did today, feeling (sometimes strongly) for or against an issue without really knowing the entirety of what that issue entails or stopping to think about the other side. If there are two sides to an issue, then obviously there are people who hold the opposite view, otherwise it would not be an issue in the first place. I think it is extremely important to take the time to learn what both sides are arguing and to take into account what each would mean for the people on that side, as well as everyone else. It is also important to learn both sides because, as it happened today, points can be brought up that a person would never have considered otherwise.

Knowing both sides of an issue becomes particularly important in the education system, in which we will come into contact with people on both sides of issues all the time. It is vital to be up-to-date and educated on the latest information and events that come up, not just to be knowledgeable, but to be an informed and active matter of the teaching community. Whether we like it or not, as teachers, we will have in important role in the education community. Things we offer in school board meetings or even teacher conferences will have an impact on how things are done and whether or not things change. With such an important role also comes huge responsibility, and with our decisions quite possibly affecting the quality of education students receive, it is extremely necessary to be well-informed on all sides of every important issue (as there are often more than just two).

This becomes especially important in issues involving culturally and linguistically diverse groups of students, such as in discussions of bilingual education or special schools for students who do exceptionally well in certain areas, for example. It is vital to know what the implication of these issues will mean, so as to take on an informed position on the topic. It is necessary to know exactly what each outcome will bring for everyone. Educational issues being presented can have a huge impact on the way schools are run. Whether programs are implemented into schools or new schools specifically designed to cater to specific students, the educational system as a whole will be affected, as there may be shifts in curriculum, adjustments in state standards, etc. as a result of these things. Thus there is the potential for everyone to be affected, not just these students themselves, which makes it that much more important to be informed on every side of the issues.

Learning, Culture, Language and "The Class"

I don't know about the rest of you, but I had so many thoughts while watching "The Class" that I can hardly sort through them all! While learning was arguably always going on because we learn new things all the time, even without meaning to, I would argue that "good learning" was a little rarer in some of these scenes. I found that what contributed to learning the most was respect. The students seemed more or less utterly disengaged in a much of the material François presented because so often he presented it in a way that did not make them feel respected as students or as individuals. As someone pointed out in class, conducting a vocabulary lesson by asking the students "which words do you not know?" is hardly a way to raise students' self-esteem or make them feel respected as serious scholars, which may have contributed to their behavior in the classroom. While I am not defending the behavior of the students, I do think that some of the ways in which class was conducted could have contributed to the problem.

To me, it seemed that learning was most often supported when the students felt that they were being respected both as students, and as individuals. For example, when François allowed Souleymane (I think that's who it was) to express his self-portrait in the form of photos with descriptions, he was able to flourish in the assignment because he was being treated as an individual and what he was interested was not only taken into consideration, but valued and respected and used to represent himself. Respect was also necessary amongst the students themselves, as was apparent when students were more willing to participate in the classroom discussion when they were given the respect of the entire class.

Conversely, learning seemed to be constrained when there was a lack of respect amongst both the students and François. Their insults to one another, ridicule for others mistakes and flat-out name calling seemed to stunt the intellectual growth and ability to learn a great deal. On multiple occasions, students would point out and laugh at others mistakes (such as when one student incorrectly conjugated “swim”), even when they themselves could not correctly answer either. Rather than trying to show the mistakes in a productive and respectful way, students were ridiculed, and thus discouraged from taking part in further classroom discussion.

I think a lot of the disrespect shown amongst the students and François in his classroom had a lot to do with the culture and language differences and the intolerance shown for anything different from what each individual was used to. During the soccer discussion, there were jabs made at students’ countries of origin based on whatever prejudices they held. There was also disrespect shown for the language differences that existed between the written and spoken French François was trying to teach, and the French the students were used to. This intolerance for linguistic differences stood as a huge obstacle for François in trying to get them engaged in the material.

While there were certainly other factors contributing to the students’ learning I found that respect had the most prevalent impact because if everyone would have had a mutual respect for everyone else from the start, I think things would have played out a lot differently.

"Labeling" Theme from The Country of the Blind

One of the themes from The Country of the Blind that was also brought up in class is this idea of labeling based on assumptions and how that can be affected based on culture (as well as a variety of other things). I thought this point brought up in class about the label that Nunez applied after seeing the wild plastering and assuming the person who did it must be “as blind as a bat” is very much related to the labels applied in the field of education. Throughout my experience in schools, both as a student and as well as in pre-professional work, I have noticed a great deal of labeling going on amongst students, teachers, faculty and parents. Assumptions and labeling can be very dangerous, and have the potential to follow an individual for the rest of his or her life.

I recently read an article for another class that had to do with ways in which the Department of Education needs to change things in the school systems. One point that was brought up was that students who get reduced or free lunches are often stigmatized by others, and thus more schools need to implement systems in which every student uses a card or pin number, thereby leaving the price of their lunch unknown to others.

This point got me thinking about just how important something like this can be. While many teachers and parents probably would not admit it, assumptions are made and labeling occurs when a child receives a free lunch. By noticing something like this, people automatically assume things about the child’s home life, parents, socioeconomic status, etc. when there could be any number of reasons why a child is receiving a free lunch. Assumptions and labels such as these illustrate how particularly dangerous labeling can be because it can then lead to further assumptions and thus even more labeling. Once a child receiving a free lunch also receives the labels that come with that, assumptions and labels might also then be applied to their parents’ education, work ethic, etc.

Labels as a whole are very dangerous in schools in particular because situations like these can lead to assumptions about groups as a whole, based on culture, race, ethnicity, income, etc. For example, if multiple people of a certain cultural group tend to do well or poorly in a certain area, assumptions may be made about this group as whole and can potentially affect them, as well as others who are not in that group throughout their lives. This may explain why achievement gaps exist, or why students of certain income levels, ethnic backgrounds and gender get accepted into certain universities more easily than others. There is a snowball effect when it comes to labeling that is much more dangerous than people often think it to be.

"Where I'm From" Poem

I am from BBQs and pool parties

and football on Sunday and Monday nights.

I am from baseball and little league

where the whole family pitched in.

I am from airplane trips and unforgettable visits

seeing all the people I love most.

I am from shopping and pedicures

and precious "girl time".

I am from sleepovers and "Truth or Dare"

games of "MASH" and "Cootie Catchers"

I am from "Hide 'n Seek"in the front yard

and "Marco Polo" in the pool.

I am from my father's strength

and my mother's compassion

I am from Christmas and stalkings over the fireplace

and an artificial tree I always hated.

I am from "those potatoes" and Thanksgiving yams

Easter egg hunts and Sunday Mother's Day brunch.

That is where I'm from.