Introduction
The present-day learning environment has diverse learners with diverse learning needs and expectations. Teachers are responsible for ensuring that these needs and expectations are met satisfactorily. One of the ways through which teachers provide this is by developing inclusive learning environments that help all students acquire knowledge, appropriate behavior, and skills. Therefore, educators must investigate and understand every student in their classes to enable them to develop an inclusive learning environment suited for all.
Personal frames of reference on cultural, linguistic, and gender differences
For teachers to create a classroom setting that promotes inclusive learning, they must begin by being cognizant of the differences in the cultural, linguistic, and gender differences within their classrooms. This calls for holistic training and a culture of life-long learning in educators. Teachers with adequate exposure to different cultures and languages and experience teaching students from across the gender divide stand a better chance of creating inclusive learning environments for children of all cadres. There are many ways through which teachers can acquire, learn and become competent in dealing with students from different cultures, language groups, and gender. The most convenient way is taking short courses in different languages represented in their classrooms. Studies have shown that competence in different cultures and language skills is an inexpensive and effective approach teachers can use to integrate and socialize students from other cultures and language groups into diverse classrooms (Banks & Banks, 2019; Stunell, 2021). Besides, students from different gender divides tend to have different expectations, needs, and ways of learning which must be unearthed and incorporated into classroom learning. Teachers require sufficient exposure to students from other gender divides to effectively attend to their learning needs in inclusion classrooms.
How my background and frames of reference can create bias in my relationships with students and families, instructional designs, and classroom environment
In a highly inclusive learning setting, teachers must work closely with colleagues, families, and other specialists in different areas towards implementing the learning content. As a classroom teacher, I must identify each student’s learning needs, styles, and expectations and develop suitable plans to meet these needs. As Rowe & Francis (2020) outline, identifying these needs and expectations is elaborate and often involves more than a single party to accomplish successfully. If I do not conduct detailed research and consultations with specialists such as psychologists, medics, and families, the information used to develop corresponding education plans for various children may be biased. The biases may arise from my incompetence in the student culture and language. Identifying the students’ needs correctly may lead to implementing appropriate plans that do not meet the students’ expectations. In this regard, if I do not consult adequately with my students’ families regarding their learning needs and expectations, the learning plans derive from biased personal assessments that do not serve the interests of either the student or their families.
Specific ways to decrease potential bias in my classroom
Pursuing multilingual education as an essential part of their ongoing learning should be on my priority list to be competent in different cultures and languages. Multilingual or multicultural education aims to equip teachers with competence in diverse cultural and linguistic representation in their classrooms. They enable the teacher to move back and forth between different cultures and language groups rather than using a single language and cultural approach in teaching. Besides, teaching students who need to be more competent in the English language may present with learning biases in linguistically and culturally diverse classrooms. Allowing code-switching in classrooms and schools can increase students’ potential for high academic performance in various learning environments (Duarte & Günther-Van der Meij, 2018). Besides, code-switching can help create informal peer-mentorship structures through which non-English speaking students can integrate, establish strong peer networks and enhance cultural and linguistic awareness in the learners.
How Christian values align with establishing a multicultural classroom
The statement on “the integration of faith and work” outlines a set of nine beliefs that define the Christian values of Grand Canyon University. These beliefs unite all persons under one umbrella despite their cultural, social, gender, and linguistic differences. As a people belonging to one body of faith, the body of Christ, this statement postulates equality amongst all persons at the university based on their humanity. Despite their differences, the university stands firm on its commitment to serving the needs, interests, and abilities of all students from all cadres of life equally despite the individual differences that exist between them. To live by these beliefs, therefore, the university fraternity demonstrates an utter commitment to respect for individuals. In this regard, the statement commits the university to promote multiculturalism as a right of every individual as the institution’s core value. Through these approaches, Grand Canyon University’s statement on “the integration of faith and work” aligns perfectly with establishing a multicultural classroom that demonstrates and teaches how to respect people of all backgrounds and abilities equally despite their differences.
References
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
Duarte, J., & Günther-Van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24-43.
Rowe, D. A., & Francis, G. L. (2020). Reflective thinking: Considering the intersection of microcultures in IEP planning and implementation. TEACHING Exceptional Children, 53(1), 4-6.
Stunell, K. (2021). Supporting student-teachers in the multicultural classroom. European journal of teacher education, 44(2), 217-233.
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