Building Safe, Inclusive and Accepting Classrooms

Today you will reflect on: How safe, inclusive and accepting classrooms support student achievement and well-being Key concepts such as equity, diversity, power dynamics (power and privilege), inclusive education, harassment and bullying How teachers can make a difference and foster a culture of high expectations Practical ideas, tips and resources for developing and maintaining a safe, inclusive and accepting classroom How to work with the whole school community to foster a positive school climate and culture 2

Renewed Vision for Education Four renewed goals for education: 1. Achieving Excellence 2. Ensuring Equity* 3. Promoting Well-Being** 4. Enhancing Public Confidence * Ontario schools need to be places where educators and students value diversity, respect each other, and see themselves reflected in their learning **Developing child and student well-being means supporting the whole child not only the child s academic achievement but also cognitive, emotional, social and physical well-being. It also means ensuring that our schools, child care centres and early years programs are safe and welcoming physical environments. 3 - Achieving Excellence: A Renewed Vision for Education in Ontario

Safe, inclusive and accepting schools why they matter Ontario s diversity is one of the province s greatest assets. Embracing this diversity and moving beyond tolerance and celebration to inclusivity and respect will help us reach our goal of making Ontario s education system the most equitable in the world. - Achieving Excellence: A Renewed Vision for Education in Ontario However cyber bullying and bullying on the Internet are major concerns for parents and students; racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and in our schools Did you know?... Almost one-quarter of students are being bullied at school. One-sixth of students report having bullied someone else. 64% of Lesbian, Gay, Bisexual, Transgender (LGBT) students feel unsafe at school. 4

As you watch this video try to think about... Hear Me Out 1. What were some issues raised by the students in the video? What feelings were the students expressing? 2. What strategies did you notice the educators and students suggesting to make the environment more safe, inclusive and accepting? 5

Safe, inclusive and accepting classrooms why they matter When students have a sense of belonging and safety within a community of learners, they are empowered to take risks and explore new ideas. (Literacy and Numeracy Secretariat, 2012) Relationships matter for children s brain development - the brain adapts to the experiences that a child has - if the child has positive experiences, the brain adapts positively for learning, memory, and self regulation (PREVnet). Classrooms that are safe, inclusive and accepting can foster healthy relationships and engage students in positive ways creating more time for teaching and learning. Combined with a whole school approach, classrooms can support prevention and create opportunities for early intervention. A safe, inclusive and accepting school is essential for student achievement and wellbeing. For children to succeed in school they must feel safe, welcome and accepted. Positive relationships in the context of a safe and inclusive learning environment help students feel more engaged and connected at school. Research shows that students who feel connected to school to teachers, to other students, and to the school itself do better academically (Blum, McNeeley, & Rinehart, 2002, and Schargel, Thacker, & Bell, 2007). 6

Safe Schools Strategy Promotes positive school climate, bullying prevention and intervention, prevention of inappropriate behaviour, and the use of progressive discipline. Equity and Inclusive Education Strategy Supports schools and boards to identify and address discriminatory biases and systemic barriers that may prevent students from reaching their full potential. Safe and Accepting Schools Sets out expectations for all school boards to provide safe, inclusive and accepting learning environments that support the success and well-being of every student. 7

Addressing inappropriate behaviour, responding and reporting: Roles and responsibilities Progressive discipline promotes positive student behaviour and helps address inappropriate behaviour with appropriate consequences and supports. Teachers and staff who work directly with students are required by the Education Act to respond to inappropriate behaviour unless responding would cause immediate physical harm to themselves, to the student, or anyone else. By responding to racist and sexist comments, for example, teachers can model and establish acceptable behaviour in the classroom. Teachers, as well as all board employees, are also required by the Education Act to report to the principal any serious student incidents. (Policy/Program Memorandum 145) 9

The Minister's Student Advisory Committee also provided advice on ways to strengthen their engagement in learning and help ensure all voices are heard. Their advice included fostering learning environments that are: socially inclusive that give students opportunities to talk about issues such as bullying, racism, diversity and inclusivity; and academically inclusive in which teachers understand individual student needs and learning styles. http://www.edu.gov.on.ca/eng/students/speakup/msac.html 11

Scenarios Activity 1 2 3 4 5 6 Reflect: What are the issue(s) in this scenario? How might your own beliefs and attitudes affect your response as a teacher? Discuss the scenario: What information, reporting requirements, and underlying/mitigating factors, should be considered when determining how to respond? What action do you take? How do you support the student(s) involved? What strategies, supports or interventions can be used to prevent the situation in the future? Report: Debrief response with the larger group Next activity 12

Scenarios Scenario 1 During a class activity a student tells you, I feel that what you said was racist. Scenario 2 Shannon, a Grade 7 Haudenosaunee student, routinely misses a week of school in January to attend traditional ceremonies. During a class assignment, you overhear another student Rachel angrily tell Shannon it isn t fair she didn t do as much as others because of her traditions; you also learn that other students feel the same. Scenario 3 During a parent and teacher conference, a parent states that the nature of the history book used in this class is Eurocentric. 13

Scenarios Scenario 4 You are walking in the hall and overhear a student expressing their displeasure with an assignment and hear them saying That s so gay. Scenario 5 You observe a student in your class verbally harassing another student calling names based on body size. The student behaving as a bully has been previously victimized by a group of students in your class. Scenario 6 You become aware that a student in your class has repeatedly posted inappropriate comments about another student attending your school on a social networking website. 14

Scenario 1 During a class activity a student tells you, I feel that what you said was racist. Back to Scenario page Back to Scenario Activity 16

Ladder of Discrimination BELIEFS / ATTITUDES Discrimination Systemic Discrimination Policies & Practices Bias Preference An opinion, preference or inclination that limits an individual s ability to make a fair, objective judgement. Stereotype Set Image Having a set image of a person, often based on a false or generalized, usually negative conception of a groups Prejudice Pre-judge Pre-judging an individual or a group on the basis of a stereotype Differential Treatment Treating people differently because of a stereotyping or prejudice Differential treatment embedded in policies and practices BEHAVIOURS / ACTIONS Adapted from: B. Thomas and C. Novogrodsky (1983) Combating Racism in the Workplace. 17

Individual Behaviour (Discrimination) POWER Ideas/Beliefs (Bias, Stereotypes, Prejudice) Institutional Policies & Practices (Systemic Discrimination) Arnold and Burke et al. Educating for a Back to Scenario 1 Change, Between the Lines, 1991 18

Scenario 2 Shannon, a Grade 7 Haudenosaunee student, routinely misses a week of school in January to attend traditional ceremonies. During a class assignment, you overhear another student Rachel angrily tell Shannon it isn t fair she didn t do as much as others because of her traditions; you also learn that other students feel the same. Back to Scenario page Back to Scenario Activity 19

Equity: A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences. Equity means You are aware how differences arising from cultural heritage, language, family, community and other factors shape experience and impact on learning. You apply differentiated instruction to meet individual learner needs. You understand that learning accommodations in teaching can contribute to student achievement and success. You understand how specific programs, practices and strategies contribute towards equitable schools e.g. ELL curriculum, Quiet Spaces, Student led groups such as Gay Straight Alliances, le Programme d appui aux nouveaux arrivants (PANA), etc. You demonstrate a belief that all students can learn and a commitment to meeting the needs of all students in diverse ways. You cultivate a culture of respect and high expectations Equality means treating people the same, without regard to individual differences. Equity means that we take into consideration individual differences in order to achieve equality. Back to Scenario 2 20

Scenario 3 During a parent and teacher conference, a parent states that the nature of the history book used in this class is Eurocentric. Back to Scenario page Back to Scenario Activity 21

You can make a difference A positive school climate may be defined as the environment, and relationships found within a school. A positive school climate exists when all members of the school community feel safe, included, and accepted because all interact with respect, equity, inclusion and compassion. What does it look like, sound like and feel like to have a safe, inclusive and accepting classroom? (adapted from The Third Teacher, Capacity Building Series 2012) Take time to understand your own beliefs, and perspectives about students social/physical/cognitive development and learning needs Co-plan the learning environment with students and invite students to participate in creating goals for positive classroom community building Create a learning environment that offers opportunity for collaboration, engages students in dialogue, focuses on student solutions and interpretation and encourages realworld problem-solving Create a physical environment that is welcoming and safe for all students and ensure that classroom displays and activities reflect the diversity of the student population Understand concepts like equity, diversity, inclusive education, harassment, bullying and power dynamics create learning opportunities to explore and discuss with students Model and direct teaching of appropriate behaviour, healthy relationships and classroom community building Build relationships with students and parents 22

Scenario 4 You are walking in the hall and overhear a student expressing their displeasure with an assignment and hear them saying That s so gay. Back to Scenario page Back to Scenario Activity 23

1. STOP the inappropriate behaviour 2. NAME it 3. EXPLAIN the potential impact and why it is inappropriate 4. ASK for changes in future behaviour 5. REPORT it Back to Scenario 4 24

Scenario 5 You observe a student in your class verbally harassing another student calling names based on body size. The student behaving as a bully has been previously victimized by a group of students in your class. Back to Scenario page Back to Scenario Activity 25

Bullying has a significant impact on learning, student safety and the school climate. Bullying is aggressive and typically repeated behaviour that is intended to cause harm, fear or distress or create a negative environment at school for another individual. Bullying occurs in the context of a real or perceived power imbalance. Bullying behaviour can include physical, verbal, electronic (cyberbullying), written or other means. *Adapted from the definition in the Education Act, as amended by the Accepting Schools Act, 2012 Back to Scenario 5 26

Scenario 6 You become aware that a student in your class has repeatedly posted inappropriate comments about another student attending your school on a social networking website. Back to Scenario page Back to Scenario Activity 27

Resources 28

Creating a Safe, Inclusive and Accepting Classroom 1. Review the sections and if there is one that stands out, mention why 2. Add a new point to the list of observations. 29

Creating a Safe, Inclusive and Accepting Classroom 1. How do I want students to feel on the first day of school when they walk into class? 2. What would I do on the first day to create a safe, inclusive and accepting classroom? 30

Ending Video 31

The schools we create today will shape the society that we and our children share tomorrow. Ontario s Equity and Inclusive Education Strategy, 2009 32

Additional Information Safe, Inclusive and Accepting Schools: Legislation, Policies and Strategies 33

Supports human rights as described in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, as well as other factors (e.g. socioeconomic); Acknowledges that two or more factors may intersect to create additional biases or barriers to student achievement and well-being; Builds on successful ministry, school board and school policies and practices; and, Includes Parent Engagement and Character Development as essential components. Ontario s Equity and Inclusive Education Strategy http://www.edu.gov.on.ca/eng/policyfunding/equity.html Back to slide 6 34

Safe Schools Strategy The Safe Schools Strategy is based on the principle that a safe and positive learning environment is essential for student achievement and well-being. The Strategy focuses on: Promotion of a positive school climate Prevention of inappropriate behaviour, including bullying Use of progressive discipline to address inappropriate behaviour with appropriate consequences and supports Safe Schools Strategy http://www.edu.gov.on.ca/eng/safeschools/ministry.html Back to slide 6 35

Additional Information Definitions 36

Diversity: The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status. Diversity means You see the diversity of all students in the classroom. You are able to reflect diversity in your teaching approach, the materials and activities you use, how you set up the classroom e.g. pairs, mixed groups. You help students appreciate their own identity, know more of their cultural heritage, learn in ways that are appropriate for them. You provide a place of learning that embraces a diversity of opinions, views and ideas (this is valued and promoted). The language that you use, the examples you provide reflect the diversity of students, parents, and communities that make up Ontario, Canada and abroad. Back to slide 4 37

Inclusive Education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected. Inclusive Education means You get to know your students to help engage them in their learning Use differentiated instruction and assessment to foster a culture of high expectations You encourage student leadership by involving students in establishing and monitoring guidelines for achieving safe, inclusive and accepting classrooms. You work to provide classroom materials and activities that represent the diversity, values, backgrounds and experiences of students. You discuss with the class how it feels to be included or excluded. You convey to students that no aspect of a child s identity, such as gender, race ethnicity, ability, religion, age, socio-economic class, etc., is ever a reason for exclusion or teasing, or bullying. You use inclusive and respectful language and approaches in all interactions with students and parents. You encourage students to use inclusive language in their speech and writing. You work to provide classroom materials and activities that represent the diversity, values, backgrounds and experiences of students. Back to slide 4 39

Whole school approach: Everyone including system/school leaders, teachers/non-teaching staff, students and parents has a role to play in supporting safe, inclusive and accepting schools. Some examples at the school and board level include: Teachers can become a part of their school s Safe and Accepting Schools Team. Parents can be involved through school council, in the board Parent Involvement Committee (PIC), and through many other ways. School boards are required to conduct a school climate survey of students, teachers, staff and parents at least once every two years to inform school and board planning. School boards are to provide opportunities for students, administrators, teachers, and support staff to participate in equity and inclusive education training and leadership initiatives. Whole school approach helps to ensure that schools are places where all members of the whole school community feel welcome and respected, and that their contributions are valued. Back to slide 5 40

Additional Information Reflecting on the Concepts 41

The Ladder of Discrimination Explained The underlying factors of bias, prejudice, stereotype can give rise to harassment and bullying. Left unchecked, these ideas and beliefs can lead to discriminatory actions and behaviours. Teachers have a responsibility to step in respond to inappropriate comments and behaviours. We need to be aware of our own biases that impact how we model our response. Bias Bias is: an opinion, preference, prejudice or inclination that limits and individual s or group s ability to make fair, objective or accurate judgements. All humans have implicit bias. We all absorb bias consciously and unconsciously. People are unaware of their implicit biases Our implicit bias predicts behaviour. Stereotype Stereotype is: a false, generalized, usually negative conception of a group of people that results in the conscious or unconscious categorization of the member of that group, without regard for individual differences. An oversimplified picture that attributes a particular quality to all members of a group; can involve labelling of individuals or groups. Prejudice Prejudice is: the pre-judgement (usually negative) of groups or individuals, or preconceived notions about them, based on misinformation, bias or stereotypes. Literally to pre-judge. Discrimination Discrimination is: unfair or prejudicial treatment of individuals or groups on the basis of grounds set out by the Ontario Human Rights Code (e.g. sexual orientation, disability), or on the basis of similar factors. Discrimination, whether intentional or unintentional, has the effect of preventing or limiting access to opportunities, benefits or advantages that are available to other members of society. Discrimination occurs when prejudiced thoughts and beliefs are put into action. Systemic Discrimination Systemic discrimination is: a pattern of discrimination that arises out of apparently neutral institutional policies or practices that is reinforced by institutional structures and power dynamics, and that results in the differential and unequal treatment of members of certain groups. 43

The Power Triangle Explained This is called a power triangle. It helps us to understand how racism, classism, sexism, ableism and other forms of bias are perpetuated in society. These biases operate at the level of individual beliefs, behaviour, and at the institutional level. The triangle is useful because it is a way of visualizing the inter-connectedness of ideas, behaviour and institutions. It is power and power dynamics how one group defines and subordinates other groups that makes it so difficult to rid society of discrimination. It also allows us to see how more often than not, we focus solely on individual behaviour; we do not see or are even aware of underlying ideas, beliefs and institutional practices that can give rise to, maintain, and perpetuate discrimination. It is akin to an iceberg, where we only see the tip and not what lies beneath. It is the reason why teachers have a responsibility to seek and understand underlying factors e.g. stereotypes. These stereotypes may contribute to inappropriate behaviours and need to be considered in our response. As future teachers, we need to reflect on our own personal biases, and recognize the power we have to model language and behaviour. 45

Additional Resources To learn more about safe, inclusive and accepting schools please visit: www.ontario.ca/acceptingschools A list of all the Building Futures resources can be found at: www.edu.gov.on.ca/eng/teachers/buildingfutures/resources.html 46