Welcoming and Open

Creating a classroom where diversity and differences are welcomed, respected and celebrated.

it is important for students to learn early and often that the world beyond the classroom is highly diverse. Individuals with different lived experiences, religious beliefs, cultural upbringings and political persuasions will be encountered daily. Teachers have an important role to play in preparing students for this reality by creating a classroom where diversity is welcomed, respected and celebrated. To do this, teachers can;  

1. Establish formalized protocols for discussions so that certain voices and perspectives are not heard more than others 

2. Provide multiple ways for students to share perspectives (ie. orally, written, embodied, etc.)  

3. As the teacher, be open and upfront about their own positionality and biases 

4. Ensure that content used in lessons reflects multiple perspectives on issues  

5. Co-create class rules and policies that reinforce the idea that the classroom is a safe place for ideas and identities.  

Dismantles Hierarchies

Reducing the influence of power hierarchies by honoring learners’ lived experiences and wisdom.

to establish control in their classroom teachers will often establish hierarchies of power, enforced by threats and coercion. These hierarchies usually start as a classroom management tool but also have a direct impact on how learning is conceptualized, as it positions the teacher as the ultimate source of power and information with knowledge flowing down to students. This is limiting as it inevitably results in a uniform, homogenous learning experience, and reduces students’ feeling of empowerment and control over their learning. Teachers can attempt to reduce the influence of power hierarchies over learning by;  

1. Co-creating content and assessments  

2. Co-creating classroom policies, including policies for dangerous/disrespectful behavior, etc.  

3. Honouring the lived experiences and wisdom of students by letting them be the teacher on topics relevant to them 

4. Create dedicated time for discussion where you as the teacher are seen as another participant in the conversation 

5. Establish protocols for student feedback and input on their education – ie: suggestion box, weekly time block where they pick the activity, etc.   

6. Demonstrate that as a teacher you are still learning as well 

7. Design assignments and learning activities where you are a facilitator in the inquiry process 

Trauma-Informed

Providing a safe place for learners to take risks, explore complex ideas, and collaborate with peers.

teachers are in a position to inadvertently traumatize or re-traumatize students, especially BIPOC learners. (Carello & Butler, 2014, p. 156; Hisle, 2022, p. 21) For meaningful learning to take place, the classroom needs to be seen as a safe place where students are comfortable taking risks, trying new things, exploring complex ideas, and collaborating with peers. This will not occur if the classroom is a site of trauma. To ensure your teaching is trauma-adverse, teachers can;  

1. Establish relationships of trust and care by demonstrating you are genuinely concerned for each student’s well-being  

1. This can be as simple as regularly asking students about their lives outside of school, by making an effort to remember the details they share with you, by showing compassion if they are having a bad day  

2. Ensure content is culturally relevant and takes into consideration histories of violence and oppression  

3. Creating classroom policies that establish the room as a safe, welcoming place.  

4. Empowering students through choices in learning; students will know themselves better than anyone, and will likely be aware of what might traumatize them  

5. Increase capacity for resiliency by sharing strategies to deal with situations when trauma occurs