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Culture and Inclusion

Reflection

Partnership
A culturally inclusive environment is one that has mutual respect, clear communication, explicit
understanding of expectations, and safety for self-expression. The school where I currently sub,
does somewhat to practice cultural inclusiveness; however the environment is not diverse, with
a student body of approximately 75% Caucasian students. I believe there is more that can be
done to promote cultural inclusiveness, starting with cultural awareness education at school and
in the home. There are several ways in which I will establish, maintain and enhance a
partnership with parents, other teachers and my students.
First of all, I believe it is important to communicate clear expectations from the beginning. As a
class, we will set up ground rules about respect and responsibility for individuals as well as for
the group. Those rules will be posted on the wall, sent home for a signature and they will reside
in a class website. I will maintain this website where students, parents, administrators and other
teachers have access to class assignments, office hours, homework, student portfolios, email,
etc. I think it is very important that a classroom be transparent where all students feel
comfortable knowing where they stand at any given point; a place where a student feels safe
and able to learn and where all parties involved have access. This is especially important for
ELL students who may be struggling with communication.
Aries is an online system our school uses to track student progress. Information includes:
student schedules, grades, attendance, IEP information and ELL fluency levels. Most teachers
in our district are good about updating Aries; however I have seen this to be an area that could
use improvement. I have needed student information when I substitute taught in the Learning
Center (where ELLs and Special Ed go to receive additional assistance). Online, up-to-date
information was not readily available. I know from experience that teachers have so many irons
in the fire, but I think it would serve students well to have their grades and missing assignment
information updated daily. I am committed to keeping my class information updated in this
system so parents, counselors and students themselves have real-time information about their
progress. I am also committed to working with Special Ed or counselors with ELLs so that we
may work together to help that child succeed.
To make a cohesive environment, I plan to partner with other teachers to create inclusive lesson
plans. For example, if we are reading Night in literature, I want to coordinate that reading
alongside of History class and their lessons on World War II. Or if there are students in German
classes, have them come and teach a few words of German to my Language Arts students.
Creating an inclusive environment helps students make connections between subjects that may
otherwise appear to be separate and have no connection.
In my classroom I will assign roles and work collaboratively. As discussed in my other reflection
papers, I think this is key for all students, but especially so for ELL and Special Ed students.

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Each student will be assigned a role; reporter, recorder or leader, for example. Students will
work in their groups of three to accomplish a particular goal as one unit. Each student will be
graded individually as well as a grade based on the groups work together. Every time we have
group work, individuals will be assigned different roles so that all students practice speaking,
writing and leading a team.
Another passion of mine is culturally diverse literature; be it a culturally-diverse topic or an
author with a different nationality. This allows an opportunity to discuss cultural differences and
respect for others. Teaching diversity shows students our similarities as human beings and it
allows students to see people as people, instead of as a stereotype. It is important for us to
break down barriers, especially in a school that lacks diversity. I want to promote education, so
that students rely on what they know, instead of what they do not know.
Id like to share one final way that I like to build respect in the classroom. When I had my own
classroom nineteen years ago, I called parents when students were doing well. I find that
positive reinforcement goes much farther than the phone call to report misbehavior. As Ive
learned in this class, different cultures have different expectations when it comes to school. I
hope that the phone call will help build trust and respect. In return I hope to gain confidence in
the student and in the family for the future.
Although my school is not culturally diverse, it does have some things in place to create a
culturally inclusive environment like Aeries, Learning Center and a district website with access
for all. I hope to one day work there and promote, through my actions, a culturally inclusive
environment. It is so important to me that all students feel safe. This paper outlines some of the
ways in which I will create a sense of safety. It is equally important to build confidence with
peers, students, parents, administrators and the community. Working together helps foster a
successful student, one who is educated, tolerant and respectful.

Works Cited
Culturally Inclusive Environment. Retrieved on March 10, 2016 from
http://www.usc.edu.au/connect/work-at-usc/staff/cultural-diversity-and-inclusive-practicetoolkit/culturally-inclusive-environment