Creating Safe Learning Environments, Part 1
Inspired by a diversity workshop I facilitated for teachers in the Martin Luther King cluster (of Philadelphia public schools), I decided to read current information in the field of teacher education. I investigated how the changing demographics were impacting the preparation of teachers. Pedagogical teaching methodologies in the areas of multiculturalism was a particular interest since this method was initially intended to enhance cross-cultural communication in the classroom. Several educational resources indicated that incorporating multicultural curriculums has been a critical move towards helping teachers cope with diversity and help students’ value and appreciate various cultures. However, multicultural curriculums are not enough to meet the education needs of the emerging diverse population in schools.
In the book, Educating A New Majority, by Rendon and Hope, there is a chapter entitled, “Diversity In Teacher Education, New Expectations.” It stated the following:
“A single multi-cultural education course is insufficient preparation for prospective teachers to effectively understand and teach children of different cultural backgrounds. The environment and sense of community in restructured schools must be deliberately designed to provide experiences of inclusion, particularly for poorer members of the nation’s minority groups… changes in the core assumptions, understandings and implicit roles of the schools are required for such inclusion to take place.”
The sense of urgency to change the way educators work with students of racial, gender, class and cultural differences begins with an understanding of the new paradigm for change. Educators typically come into the profession with a set of norms to develop students to become productive citizens in society and in the world. Embedded in those norms is the intent to motivate and create students who will achieve academically. These norms are now not enough to prepare students for the changing wold they will face in the workplace. It’s time for educators, in general, to take the blinders off and partner with students and parents to create inclusive environments that will strengthen and build relationships.
The process for creative a safe environment for learning begins when educational leaders gain knowledge about the changing demographics and design an incremental change process. This knowledge begins affirming the rationale for creating a safe learning environment. It also helps educators develop a contextual framework for how and why new behaviors need to be formed.
Educators must also begin developing the skills to understand the concept of diversity and to create an environment where differences are valued in the classroom. This will equip them with effective tools to help students strengthen relationships and maximize learning in the classroom. In addition, it helps educators connect the rationale for creating a safe learning environment to the sense of urgency for change.
Establishing a guiding principle for change means working together with teachers to create new behaviors that increase the student’s ability to learn. Leaders, teachers and staff must model new behaviors thus empowering students to practice new behaviors. The result is teachers and parents taking responsibility for change and learning in the schools.
Creating the vision for safe learning environments is supported when educators identify behaviors that are impeding the ability for students to feel valued and appreciated for their differences. New behaviors need to be created with norms to strengthen and build relationships in the school environment.
Looking at the current state of the school and assessing behaviors that are critical in meeting the need for educators and students to feel safe will be the stepping-stone and bridge to safe learning environments. The transformation to safe learning environments can only be successful if educational leaders develop a comprehensive program to respond to the Zero Tolerance guidelines mandated by the U.S. Department of Education. This mandate offers educational institutions a road map to developing a “Zero Tolerance” school environment. The plan is a positive approach to helping schools cope with the urgent need to reduce negative learning environments. However, “Zero Tolerance” is limited at getting to the root cause of violence, racial, and sexual discrimination in schools. Knowledge about the changing demographics and the impact on the future of schools will promote the urgency for leadership teams to drive the initiative for safe learning environments.
Creating the vision for teachers, students and parents to honor each other’s differences is a critical role for leaders. When educators gain knowledge in understanding how the changing demographics are impacting their schools and learn how to lead change, then safe learning environments will be created. In addition, providing educators with information about the changing demographics impacting the schools will provide an opportunity for understanding more fully the sense of urgency for their students. It appears that educators are under time constraints in trying to accomplish basic required curriculum, cope with critical sociological issues that students bring to class, and many other professional needs. This precludes opportunities to connect to the added pressures of dealing with racial, gender, ethnic and cultural differences.
Helping schools to develop a comprehensive and collaborative change inclusion can provide opportunities for educators, students and parents to understand the values and attitudes of others by understanding their own values and attitudes towards other people.
The new majority in education forces educators to learn new ways to cope with differences and create environments where everyone feels valued and appreciated. Rendon and Hope, further state, “If America fails to understand that all of us face a common destiny dictated by whether one or more groups fails or succeeds, this nation becomes fragmented and weak.” This quote sums up my interest and my motivation in helping educators understand the importance of helping students value differences and become culturally competent.
I believe the forerunner to building the foundation and transformation for human rights in corporations begins in the schools. Witnessing the complexity of managing diversity in the workforce and the intricate barriers to implementing culture change has motivated my work with schools that recognize the sense of urgency in creating safe learning environments. It is in the best interest of schools, sociologically and economically, to become the pioneers for change in this country. Corporations cannot do it alone. They need the support of schools adopting the mind space of creating institutional change. Every student in this country has a right to learn in a safe learning environment. Creating this environment is the responsibility of adults. Can you imagine your education being threatened by fear of your life? I can’t.
© 2005 Barbara Collins | Site by
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