Supporting and Structuring a Classroom that Promotes Valuing Diversity

Supporting and Structuring a Classroom that Promotes Valuing Diversity

My philosophy is grounded in the belief that all students should feel safe, valued, and respected in my classroom. I appreciate each student’s identity and seek to create a classroom community where all students feel comfortable sharing their experiences. I recognize that adolescents often explore their identities and grapple with changes in gender roles (Farmer et al., 2019). I will provide support and resources for students affected by these changes. In my classroom, students will openly discuss their experiences and explore different viewpoints.      I will let them understand that everyone is just in a phase and that there’s nothing to be ashamed of (George et al., 2020). I will also introduce the idea that there are more than two genders and that it’s okay to fluctuate between them or identify with multiple genders. I will provide resources on gender identity and expression for students who want to learn more. The gender roles we adopt often impact our development; therefore, students must explore these roles in a safe and supportive environment. I will also let them know that there is no one right way to express gender and that everyone is unique.

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Another way is by creating opportunities for them to share their experiences and perspectives. For example, I might ask students to lead a discussion on a particular topic related to gender roles, or I might create an assignment that asks students to interview someone outside of our classroom about their experiences with gender (Farmer et al., 2019). I hope to foster a sense of community and understanding in my classroom by providing opportunities for students to share their stories. Adolescents affected by changes in gender roles often feel alone and misunderstood. Another way is by providing a space for them to talk about their experiences and feelings. I will create a safe and confidential environment where students can share what they are going through without fear of judgment. In this way, I hope to provide some relief and support for adolescents struggling with these changes.

References

Farmer, T. W., Hamm, J. V., Dawes, M., Barko-Alva, K., & Cross, J. R. (2019). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist, 54(4), 286-305.

George, A. S., Amin, A., de Abreu Lopes, C. M., & Ravindran, T. S. (2020). Structural determinants of gender inequality: why they matter for adolescent girls’ sexual and reproductive health. BMJ, 368.

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Supporting and Structuring a Classroom that Promotes Valuing Diversity

Examine the research and multimedia components from this week’s activities on gender roles, identity, and adoption of these roles affecting adolescent development.

Write a 350-word philosophy that demonstrates how you will support and plan to structure a classroom that promotes valuing diversity and supporting adolescents who are affected by changes in gender roles.