Reflection #1
Reflect on the quote: “You can either empower or oppress your students. There is no such thing as neutrality when it comes to students and their lives.”
Reflection #2
How can you create routines that support regulation and calm?
Reflection #3
Credential teacher interview reflection: A conversation with Mr. Braun
An inclusive classroom benefits all and harms none. As an educator it’s our responsibility to create an equitable learning environment that emphasizes growth, safety, connection, and accessibility to all students regardless of demographic. Acceptance and willingness to uplift and celebrate students from all backgrounds, regardless of learning level or cultural, sexual, socioeconomic, or religious identity is imperative to creating a safe space. All students will come into the classroom with a unique set of strengths, weaknesses, and experiences – being receptive and empathetic to each background creates genuine connection and lays the groundwork for a positive relationship. Neutrality to their experiences and struggles will only create a barrier and a lack of understanding.
Our textbook talks about cultural relevant pedagogy, emphasizing that diversity is a strength that should be celebrated in our school systems. Many of our students will have faced adversity throughout their lives, offering stories that reflect their own experiences, acknowledging and honoring their lived experiences, and celebrating their culture in the classroom will create a space that is inclusive and empowering.
I believe we can empower our students through building a safe classroom community, validating their experiences, being receptive to their specific needs, and uplifting their voice through their work. As a future art teacher, I want to be more of a mediator in the classroom than an authoritarian figure, encouraging autonomy, discernment, and self-exploration. I want my curriculum to reflect their personal experiences, allowing them to engage in a way that feels natural to them. Students will feel oppressed if they aren’t met where they’re at. Challenging adultism and cultivating mutual respect will allow for greater understanding, connection, and learning.
I believe that creating a regulated and calm classroom begins with understanding your student’s unique needs and backgrounds as well as addressing and coping with any stressors that I may have before entering the classroom. Students respond best to a teacher that they believe respects them. Meeting students where they’re at when it comes to conflict, maintaining clear expectations and goals, and genuinely hearing out their needs can cultivate a regulated environment.
Keeping the classroom organized, regularly checking in with their emotions from a trauma informed perspective, positive affirmation, and setting clear goals for each day can create a sense of structure. Since I will be an art teacher, the last 15 minutes of class will be dedicated to putting back supplies to maintain a comfortable learning space. Creating time for class meetings and debriefs once every week or two where students are able to voice any concerns, questions, or critiques would be great for gauging where everyone is at and fixing any issues they may have. I’d also like to be able to provide students with a private workspace in my classroom, where they can listen to whatever music they want while working on their projects. In our reading it was suggested to write down a list of all of the names of the students in your class and write down a nice comment that was made to each one. I feel like this would benefit moral and encourage positive behavior.
Talking to Micheal was a wonderful experience, he gave me a really good idea of what to expect as a new teacher. I was encouraged to hear about how supportive the teaching community is - that’s something I didn’t really think about when initially pursuing this career path. It’s exciting to think of all of the opportunities that will come with being a teacher, such as volunteering. I appreciated his honest advice that expressed that becoming a teacher means choosing that lifestyle – your life will be your work, especially for the first couple of years when you’re figuring out how you want your classroom to run. His insight about preventing burnout: “Never come in early and go home late, choose one,” really resonated with me. I feel like with my personality type it will be easy for me to hyper-fixate on making everything perfect. Showing grace, compassion, and patience for myself within the first year of teaching will be very important.
I think I will really enjoy the connections that I create with the students. A huge reason why I want to become a teacher is to create a positive impact on young people. It was saddening to hear Micheal express that many students have no guidance or structure at home. Sometimes school is the only place for kids to get that support. I feel like it will be very meaningful for me to help students see their worth. One of my biggest fears going into this profession is classroom behavioral management and creating boundaries when students act up. Micheal seemed to share that fear when he first started, so to hear that he has been able to manage his classroom effectively was very encouraging. He emphasized that teaching is “really difficult, but totally worth it”, and that it’s really important to ask for support. He said that teachers love to help each other, and that asking questions is always met with warmth - I found that very encouraging.