Based on the readings, videos, online resources and the PPT in this module, respond to the following prompts on creating a supportive classroom climate. Your paper must be 4 pages using APA 6th edition formatting, title page, in-text citation, references and 12 point font.
Discuss why it is important to foster a supportive and inclusive classroom environment.
What are best practices in building a safe and positive classroom climate?
What steps must you take as the teacher to model acceptance in the classroom?
Discuss how your teaching strategies will reflect inclusiveness.
List three classroom rules you will use to model acceptance and inclusiveness.
Notes from Module
Mini Lecture: Gender Sexuality and Gender Equity
This cartoon provokes serious thoughts about the issues of gender and sexuality. In this module, we will dive deeper into these dynamics as they have a great impact for students and their teachers.
These dynamics have serious ramifications for students’ achievement because of issues such as self-esteem, other behaviors and bullying. Over the last few years we have read of young people taking their lives because of bullying. Sadly, this kind of event occurs more often than is reported nationally.
You will read more and view video clips that highlight the serious and growing problem of bullying because of sexual lifestyles choices.
As potential secondary school educators, it is our responsibility to ensure gender equity in the classroom and to make sure we do everything we can to help maintain students’ self-esteem and safety.
The Dignity for All Students Act
The Dignity for All Students Act (DASA) added Article 2 to the Education Law (Education Law §§10 through 18), to require, among other things, school districts to create policies and guidelines to be used in school training programs to discourage the development of discrimination or harassment and to enable employees to prevent and respond to discrimination or harassment. These provisions took effect on July 1, 2012.
The topics of gender equity in K-12 settings and institutions everywhere have become incredibly important.
The following excerpt is from the Linda Darling-Hammond and John Bransford (2005) Preparing Teachers for a changing world: What teachers should learn and be able to do.
Research also suggest that males and females tend to have different experiences in school, and these experiences can affect their potential for achievement and success. Females are less likely to be called upon by name, are asked fewer complex and abstract questions, receive less praise or constructive feedback, and are given less direction on how to do things for themselves. although girls are identified for gifted programs more often than boys in elementary school, by high school fewer girls remain in gifted programs; this is particularly true for African American and Hispanic females.
On the other hand, boys receive more teacher attention than females, including more negative attention, and may be discipline more harshly than girls for violating the same rules, and males, especially African American males, are disproportionately placed in special education, often inappropriate.
If we are to create schools where all students have opportunities to learn, teachers must know how to be alert for these kinds of disparities and aware of how to provide classroom environments that are both physically and psychologically safe for all students. p. 242.
Additional resources for your teacher toolkit
GLSEN Videos on youtube
GLSEN Educator Guides
Oiweus Bullying Prevention Program
Differentiated Instruction: An Overview
Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M. S., Brown, A. H., & Miller, D. E. (2013). Teaching strategies: A guide to effective instruction, (10th ed). Belmont,CA: Wadsworth Cengage Learning, p .57-58.
Differentiation of Instruction
Differentiation of instruction is very similar to UDL in that the purpose of differentiation is to provide access to learning for a wide range of student learners. Differentiation of instruction involves providing multiple options for the teacher and students in the instruction and content of lessons, as well as in the process and the products of the lesson ( Tomlinson, 2001; Tomlinson & McTighe, 2006). Like UDL, differentiation of instruction is not a lesson plan or a recipe, but more of a design approach one takes in developing lessons.
All students learn at different rates and demonstrate a wide array of preferences for how learning occurs—alone, in small groups, on the computer, and so on. As teachers differentiate their instruction, they focus on students’ interests, achievement levels, preferences, and motivation, and craft their instruction as well as options for student products with these varying characteristics in mind. With differentiation, the teacher offers choices to students in how they engage with the content to be learned, as well as how they demonstrate their learning. Choice provides students with a sense of empowerment over their own learning and achievement.
- Differentiation is an approach to lesson planning.
Assessment for Differentiation
Conduct frequent assessments so that you know your students’ instructional and independent levels of learning. Students learn most efficiently if they understand or have mastered 90 percent or more of content/skills. If instructional activities are at the correct level, students can focus on the 10 percent of the content/skill they do not understand or haven’t mastered. The independent level of learning is considered to be mastery of 95 percent or more of a concept/skill. Homework, which is usually geared toward the independent level, should be adjusted for difficulty and challenge so that all students can successfully complete out-of-class assignments. Your students won’t be at the same instructional or independent levels of learning, so you will need to provide materials and resources that reflect multiple levels of challenge.