Creating a Conducive Multicultural Learning Environment

Hello, My name's Alexandria Day.

Beck and I've created the presentation ways to create a

conducive multicultural learning environment.

You'll notice that there's a bunch of ovals that build

off of each other.

I kind of like to think of it as a

treasure map where each oval builds off of one another

and gets you closer to achieving your goal, which is

a safe, multicultural learning environment or classroom in the corner.

You'll notice that there are my references.

So why did I choose this topic?

I chose this topic because it will be a helpful

reminder about everything we've learned this year.

We've learned a lot off great, um, teaching practices that

I really want to continue Thio do in my teaching

career or continue thio implement some of my important takeaways

from this course I have been implementing, and some of

them I just started implementing because I've learned how important

they are through this course.

I also plan on referencing this course if needed, because

it's key toe have a, um, safe, multicultural learning environment.

If you want your students to succeed, you'll see that

my first picture is a picture of two people talking

and thinking about and understanding each other, and that shows

you that you can't have an implicit biased.

The next step to achieving a safe, multicultural classroom is

providing your students with multicultural classroom materials and a multicultural

curriculum. And then the last step to um, achieving a

safe, multicultural learning environment is by practicing education as a

freedom and one of the main points of practicing education

as a freedom is having your students talk to one

another and be engaged in school and, you know, actually

talk. You'll learn more about that.

So let's jump into no implicit biased.

So, first of all, you have to eliminate your implicit

biases. They should not be existent as a teacher.

Every student family is different and special in their own

way, and you have to respect that.

Their students won't succeed.

If you run your classroom like a dictatorship, collaboration and

communication is key.

When problem solving with your students, you can learn a

lot from talking to them.

The quote stated by Ryan is third, demonstrate empathy as

part of cultural competitive tendency.

It is vital to understand someone else's point of view,

even though it might not be yours And that kind

of goes with this picture of the two people talking

and thinking, you know, and trying to understand each other's

point with you.

Because when you actually listen and try to understand what

someone else is saying, you might learn a lot from

them. It's the classroom is not a dictatorship.

You know, when you're talking with your students and your

collaborating in a problem solving, you actually learn a lot

from them, and you start to understand why so and

so is going on and how you can help and,

you know, help them succeed with whatever they need help

with. So you you can't just think that you're right

and it's a dictatorship.

You really have to all work together to be on

the same team to achieve the same goal.

Communication collaboration is key with your students, and you wouldn't

be able to do that if you had an implicit

bias. So eliminate it right from the start.

So you're one step closer to creating a multicultural, safe

learning environment.

And this is a picture of an iceberg, because that

just is like, um, image to talk about implicit, biased.

You only see the tip of the iceberg.

If you have an implicit bias, you only see you

only see what you think you know about a person

or anything.

But if you don't have an implicit bias, you actually

realize that there's a lot underneath that you didn't think

you knew.

Just like an iceberg.

You only see the tip, but there's actually more to

it. Eliminate those implicit biases.

Then we jump into multicultural classroom materials.

So it's inviting for your students.

You know, to see that there's classroom materials that match

their skin tone.

You know, it helps them foster a sense of belonging

in the classroom.

You know, students need to see themselves as characters in

the books that they're reading.

And while taking the course success and urban education last

semester, I've been on a mission to diversify my classroom.

I started off by supplying my students, withdrawing materials that

matched all skin tones.

Then I went on to diversify my classroom library and

purchased a bunch of books for my students to read.

So I actually I had this book before taking success

in urban ed.

But I, you know, did go on Amazon over the

summer to purchase more multicultural books for my students and,

you know, they just really they need to see themselves

and in their classroom, they also need to see themselves

as heroes.

Okay, think to this.

Okay, yes, they need to see themselves as heroes and

Hook stated, individuals will often focus on women of color

at the very end of the semester or lump everything

about race in differences together in one section.

And when I read that chapter, it made me think

about how I need to diversify the curriculum.

You know, I teach in a school that's extremely scripted,

But after reading that I was so motivated to try

to diversify the learning as best I could, because I

want my students to see themselves as future contributors in

the society, to they need to see themselves as mathematicians

and scientists and historians and authors, you know, and writers.

They need to see themselves as that, and the only

way they're going to see themselves as that is if

they see other people of color like them in their

classroom to and what they're learning about, because when they're

learning about something, it's important.

So what I've been doing is.

I've been like doing a person of color each Wednesday

in our social studies curriculum, and I just kind of

like mold it toe whatever social studies topic we're talking

about. So for the first, you know, good six weeks

of school, we were talking about being a good citizen.

So I talked about I introduced them to Roberto Clemente

and talked about you know, what he did as a

good citizen.

And they talked about that.

And then I introduced them to Sotomayor, how she was

a good citizen and obviously Barack Obama President Barack Obama.

That is what we just learned about because now we're

onto presidents.

So I just It just goes to show you that

it's not just the classroom materials that you need to

diversify, but you need toe.

Also diversify the curriculum to to create a safe, multicultural

classroom, and then the next step is practicing education as

a freedom.

So this is a picture of students, and they're all

hugging each other, so you can tell that that is

a safe classroom where they all like each other and,

you know, are on the same team.

Practicing educational freedom will help you achieve a happy classroom

where everyone enjoys school.

It starts with engagement.

So when you practice educational freedom, you like to think

of it as an engaged classroom is a safe classroom.

If students are sitting there quiet there, most likely, um,

not feeling, you know, safe enough to speak their mind

and be open and honest.

And that's why I have a picture of two kids

talking because they need to talk and they need tohave

discourse. Hooks discussed how some teachers have a misconception in

regards to what a safe classroom looks like for their

students. Hooks continue to explain how a safe classroom should

truly be a place where students can express themselves and

their thoughts, not a quiet classroom with students are not

engaged in this picture.

Just talks.

Makes you think about, you know, students in the library

and the library center in your classroom, and they're all

engaged in talking with one another and helping them read

the book.

So, you know, they shouldn't be sitting there quiet and

scared to move.

They should be an interested in the things that we're

learning and and want to work with their peers.

And this just made me think of my students how

they get upset when they can't always share out their

stories that they wrote or share out their math.

Thinking eso I included a picture of one of my

students stories that she wrote last week, and she gave

me permission to share her story in this presentation.

How do you practice education as a freedom?

Well, I believe that it starts with relationship building.

You know, the students know when you're genuine and when

you truly, truly love them, Hook stated.

When education is a practice of freedom, students are not

the only ones who are asked to share to confess

Hooks, Quote explained how any individual in the classroom can

learn. Even the teacher that just, you know, discusses how

discourses important.

Everyone in that classroom is knowledgeable and respected, and even

the teacher can learn from their students.

And that also makes me think about you know, the

first stepping stone, how you have to eliminate implicit bias

because you can even learn from your students collaborating and

discussing with your students.

You learn from them, you learn their understanding.

The students really know when you're trying to help them

succeed and when you're faking it, so you really have

to be genuine with them.

Build that classroom relationship Some things that have helped build

a positive classroom relationship for me, um is the social

emotional curriculum that my school uses?

You know, we have positive incentives for them.

I do mixed ability, grouping and having the So what?

Now what strategy?

And that was something that was shared in the Ted

talk we watched a week ago or two weeks ago.

How? Like Okay, you know, your student is struggling.

So what?

What are you gonna do about it?

To help them succeed?

It's just a positive, refreshing mindset that each teacher should

have because, you know, teachers have one goal to help

their students learn and grow and enjoy school And having

that. So what now what?

Mindset is one way you can help any students succeed.

In conclusion, I chose this topic because it required me

to think about important takeaways mentioned in this course to

achieve a safe, multicultural classroom.

My students deserve that, and it's crucial for students for

your student success.

I plan on referring to this presentation when needed, and

my three big elements were eliminating um, implicit bias, including

multicultural classroom materials and curriculum, diversifying the curriculum and practicing

education as a freedom.

I ordered each element, um, as like a treasure map

format where you can on Lee reach the goal at

the end if you incorporate each element into your teaching

practices in classrooms.

So if you want a safe, multicultural classroom, you need

to incorporate, not having implicit, biased diversifying your curriculum and

classroom materials and really practicing education as a freedom, allowing

students to talk and feel safe in the classroom to

talk and to learn and be engaged with their learning.

After adding each one of these elements to your teaching

practice in classroom, it conducive multi learning.

Multicultural learning environment can be achieved.

Yeah, and these air my references.

And these are the image credits.

Thank you for watching my presentation.

Yeah,

Creating a Conducive Multicultural Learning Environment

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