Learner Diversity
There are many types of student diversity. There is not a lot of racial/ethnic diversity in my school district, therefore those students are at the forefront of my planning in order to create a welcoming and inclusive learning environment. Other types of student diversity that I encounter include gender identity, socio-economic, and religious.
There are specific ways to support each student’s needs across different learning environments. I learn about the resources offered at school and within the community, and share those resources with my students and their families. I get to know my students by asking questions, learning about their backgrounds, hobbies, and interests, and establishing clear classroom expectations to build trust and rapport.
Artifacts:
There are many types of student diversity. There is not a lot of racial/ethnic diversity in my school district, therefore those students are at the forefront of my planning in order to create a welcoming and inclusive learning environment. Other types of student diversity that I encounter include gender identity, socio-economic, and religious.
There are specific ways to support each student’s needs across different learning environments. I learn about the resources offered at school and within the community, and share those resources with my students and their families. I get to know my students by asking questions, learning about their backgrounds, hobbies, and interests, and establishing clear classroom expectations to build trust and rapport.
Artifacts:
Technology, Community, & Presence
My goal is to make sure that all students feel safe and supported throughout their learning experience. SEL check-ins demonstrate one way I get to know students, build community, and incorporate student interests into learning experiences. I use humor, not sarcasm, to create safe learning environments. I check in with each student, I ask questions, and I follow up about prior conversations to establish teacher presence. I greet each student at the door, use their name, and give high-fives (they love that) to build community. When teachers provide clearly defined routines and procedures, students know what to expect; reducing the stress of the unknown helps students to operate in a state of calm. Teachers and classrooms that are student-centered leverage those relationships to support students as they identify their strengths and challenges, set personal goals, and work together to achieve those goals. They ensure all students have access to the social, emotional and educational opportunities that they deserve.
Artifacts:
My goal is to make sure that all students feel safe and supported throughout their learning experience. SEL check-ins demonstrate one way I get to know students, build community, and incorporate student interests into learning experiences. I use humor, not sarcasm, to create safe learning environments. I check in with each student, I ask questions, and I follow up about prior conversations to establish teacher presence. I greet each student at the door, use their name, and give high-fives (they love that) to build community. When teachers provide clearly defined routines and procedures, students know what to expect; reducing the stress of the unknown helps students to operate in a state of calm. Teachers and classrooms that are student-centered leverage those relationships to support students as they identify their strengths and challenges, set personal goals, and work together to achieve those goals. They ensure all students have access to the social, emotional and educational opportunities that they deserve.
Artifacts:
- SEL Check-Ins
- IEP Language Lesson and Assignments
- National Equity Project