TEACH-NOW M4U1A3: Ensuring a positive classroom climate in a diverse classroom, for Teach-Now M4U1A3

One fascinating, sticky challenge for beginning teachers is how to keep a positive, controlled classroom, particularly one that is populated by diverse learners. My experiences teaching so far have been in classrooms where most of the students are white, middle-class, straight, Protestant students -- simply put, they share these traits with me.

What will it be like when I'm teaching students who are Muslim, African American, gay, English Learners, and/or any of the many people who make up our country's classrooms? What is my plan in order to maintain a welcoming learning environment in which students feel heard, included, and educated to the best of their abilities?

There are several tactics I propose to use in my classrooms. Specifically I will open and continue honest discussions, I will tackle thorny issues head-on, and I will incorporate older students and students' family members as part of our community.

Open discussion
From the start of the school year, I want to make it clear to my students that we can and should discuss differences as they come up, and also that we will proactively discuss our cultural differences during our morning meetings, book discussions, and basically any time it comes up. Pretending that we aren't a diverse group -- or that I am culturally the "same" as all of my students -- is a lost cause. Many of my experiences are different from theirs.

Me (center) marching with my classmates through the mall.

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For example, I attended a 95% white school where there were no English learners, and the students who were gay were unhappily closeted. As a result, I could assume that my classmates -- with the exception of one half-Jewish student who also had Hanukkah-- all celebrated Christmas in almost the same way my family did.

There were so many things that we simply didn't discuss because we assumed that we all wanted to marry someone of the opposite sex, that we all had similar home lives, and the greatest divisions among most of us were that some of us were Catholic, and others were Protestant.

Therefore, being in a classroom with diverse cultures, religions, races and sexual orientations is a new experience for me. I look forward to learning from this experience, as well as connecting with teaching mentors who have "been there done that" in diverse classrooms.

I should also specify that when I write "discussion" I'm referring both to group conversations, as well as inviting individual students to connect with me about this topic. According to GLSEN, for example, making it obvious to students that you are open to talking about tough topics such as sexual orientation makes them more likely to connect with you, and to keep the communication lines open. To that end, GLSEN recommends "Safe Space" stickers that teachers can use.

An eighth grade student quoted in Hill and Kearl's "Crossing the Line: Sexual Harassment At School" said, "I can't tell my teachers (that other students are calling me gay), they don't care." (p. 24) This is precisely the misconception I would like to rectify. I would make sure that any student who feels bullied in this manner knows that my door is open to them, regardless of their sexual orientation.


Tackling issues head-on
Instead of simply waiting for students to come to me with their concerns, I would like to make sure to bring up our differences proactively. Basically, to discuss my own demographic, and open up guided discussions, particularly as they relate to our academic topics, about other cultures, races, religions, and any differences that define us.

For example, when we are reading "Roll of Thunder, Hear My Cry," I would plan to talk straight on about the fact I am white, and how my impression of the book may be different from those of African-American readers. While I would be careful not to single out students -- I heard from a friend that she was once asked by a teacher, "You're black, so what do you think about slavery?" -- I would invite any and all opinions, and talk directly about racism in 1930's Mississippi, and how it correlates to racism in Mississippi today, for example.

I also want to be sure to use gender neutral terms and inclusive language throughout our discussions. I experienced this necessity when I taught in California and several of my students were being raised by same-sex parents. I learned quickly that saying "parents" came across more respectfully than saying, for example "mothers and fathers."

In addition, the attitude of "Zero Indifference" is also suggested by Amy Sharf. What this means is that disrespectful conduct is always addressed. Naming and responding to bullying or intolerant behaviors -- hallway and cafeteria banter in particular -- is an important part of setting the stage for a respectful classroom environment.

Incorporating "experts"
Finally, I believe that the best speakers regarding diversity issues are the people who know it best. Therefore, it's an excellent time for a teacher to step aside and invite others into the classroom.

For example, if I have Muslim students in the room who may be fasting for Ramadan, I would invite a Muslim staff member at the school, older Muslim students, or, if they're willing, the families of the Muslim students to come in and discuss their faith and why they are fasting (and celebrating) during Ramadan. It has been my experience in the past that students tend to listen most respectfully to new people, speaking from expertise, in the classroom. This approach is far superior to my standing in front of the class and telling them what I think Ramadan is about, and may open up excellent ongoing discussion.

These "experts" I invite into the room don't have to be physically present, or even alive, to be in our classroom. I could also be sure to incorporate quotes and life stories of diverse heroes. In addition to my inspirational poster of Babe Ruth, Maya Angelou and Andy Warhol quotes would have a place on our walls. Students would also be welcomed to include photos and quotes from their heroes in our decor. As Amy Sharf recommends in her "Critical Practices for Anti-Bias Education," "Classrooms should be decorated with multicultural images that mirror student backgrounds and showcase the diversity of our society." (p.9)

These are the steps I plan to take in order to welcome diverse students into my classroom. I recognize it will be a challenge unlike any I've faced in my educational career so far, but I think with enough mentor support and a well-stocked toolbox filled with responsive and proactive tactics, it's a challenge I am ready to face.



References
Williams, Jennifer, "Ramadan 2017: 9 Questions about the Muslim holy month you were afraid to ask." June 32, 2017. Published by Vox. Retrieved June 29, 2017 from https://www.vox.com/2017/5/25/11851766/what-is-ramadan-2017-muslim-islam-about

Hill, Catherine and Holly Kearl, "Crossing the Line: Sexual Harassment At School." 2011. Published by AAUW. Retrieved June 29, 2017 from http://www.aauw.org/files/2013/02/Crossing-the-Line-Sexual-Harassment-at-School.pdf

Sharf, Amy, "Critical Practices for Anti-Bias Education." Undated. Published by the Southern Poverty Family Law Center. Retrieved June 29, 2017 from http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices_0.pdf