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Contextual Variables Synthesis - Coggle Diagram

- - - - A teacher should remain conscious of the influence of industrialized, neoliberal, and Taylorism ideologies within their classroom. By working to eliminate straight rows of student desks, foster student individuality, encourage critical thinking and collaboration between students a teacher can work to eliminate the presence of these ideologies within teaching practices. In addition, encouraging students to think for themselves is another important consideration for teachers when moving away from Taylorist thinking where student were 'produced' to work in factor drilling settings.
- - - - Introducing school policies that are inclusive and tolerant of all gender expressions is a key part in fostering inclusion beyond your classroom and into the entirety of the school community. This could start with the option for gender neutral washrooms and change rooms. Teachers often do not have a direct say in the implementation of these policies; therefore they can only control the environment that is created within their classroom. Educators must work to create a gender inclusive classroom culture. This can start with educating students and allowing for discussion around gender identity. I have included an image below that provides an excellent visual to introducing a conversation with students around gender identity and expressionism (Pride Education Network, 2012).
- - - - To begin, teachers must analyze their own 'privilege' and how that may consciously or unconsciously effect their teaching practices. Through this process, a person is forced to recognize how their perspectives may contribute to the perpetuation of racial biases within the system. An educator must act without prejudice and believe that all students are cable of achieving success.
        
        Teachers can begin by analyzing classroom materials for racist language/undertones, accuracy and relevance. This process is important as many school resources such as textbooks do not accurately represent parts of history. For example, representations in textbooks of the entire picture of slavery and racism are inaccurate (Loewen, 2008). While some textbooks now acknowledge slavery and the impacts it has on Black America, it neglects to acknowledge the impacts slavery has on White America (Loewen, 2008).
        
        It is important that educators address issues surrounding race with their students, as there is a lack of discussion of the causes of racism, especially in schools (Loewen, 2008). Opening up the classroom for respectful conversation around race and bias will allow for all students to gain a more diverse perspective. It is only though discussion and recognition that the system can begin to evolve beyond the racial prejudice that exists in todays schools.
- - - - In essence, the more aware an educator is to how language changes perception, the more prepared they are to make positive adaptations to the language they use in their classroom. Teachers must confront the fact that the English language is in essence racist (Moore, 2008). This can be done by the teacher making an effort to use terms and language that reflect a positive, rather than negative connotation. With older students, addressing the connotations attached to words and phrases as well as encouraging open conversation around them, is another step in the right direction. Overall, with targeted research and experience (when possible), teachers can work to change how students use language to accurately describe and represent each other in a respectful manner.
  - - - Another strategy to encourage student learning in their first language is through inviting another person in who speaks the language. If not possible to have an educational assistant come in to work with the student, a teacher may invite parents or members of the community into the classroom.
- - - - Teachers must work to ensure they are not mis representing or appropriating, but rather honouring First Nations culture in a respectful manner within their classroom. When introducing an artifact, piece of media, or story around First Nations culture it is important to outline the cultural significance and importance of it. In addition, inviting elders from the community to share traditional stories and engage with students can show respect.
- - - - A teacher can support a student living in poverty by engaging in persistent family outreach efforts, through offering open lines of communication with parents or guardians. This includes ensuring accessibility for family involvement in whatever way is possible. A family may not have access to technology or is not able to be physically present at the school therefore, a teacher can offer an at home visit. If a language barrier exists, the teacher could offer an email instead of phone call/ in person visit so that a family can translate the text for better understanding.
        
        Within classroom instruction, a teacher should avoid any materials that show a negative bias towards poor and working class. Being selective in what students are exposed to can ensure a teacher does not make a child feel singled out or looked down upon their home situation. In addition, making curricula relevant to the lives of these students is important. This could be done by exposing students to materials that show positive depictions or stories of poor and working class. Enforcing a positive narrative through resources and language used in the classroom can aid in the process of building trust with students living in poverty. The most important strategy is building strong and trusting relationships with students. If a student feel that they can confide in you, then a teacher can look to support that student beyond the classroom.
- - - - Teachers should frequently question classroom practices and be conscious of how they may conflict with students of varying cultural backgrounds. As conventional classroom management is often looked at from a culturally neutral perspective, a teach can work to flip this narrative by approaching from a culturally inclusive perspective (Weinstein et al., 2004). This could entail researching various cultures or reaching out to members of the community from that culture to gain a broader perspective. As mentioned above there is no way for a teacher to know everything about a given culture but using these strategies can aid in developing multicultural competence and help to avoid cultural conflicts within the classroom.