I am committed to making my classroom an equitable space where students of all identities, backgrounds, and skill levels feel safe, heard, a sense of belonging, and comfort participating. I create this environment by modeling inclusivity, kindness, and respect — and gently requiring my students to do the same. I work hard to avoid making assumptions about my students and to keep an open mind as I take the time to discover who they are, nurture their strengths, and celebrate their individualism.
I strive to introduce my students to artists from varied experiences, cultures and locations of the world and ensure that Black, Brown and Indigenous artists are front and center. I also attempt to make my classroom feel welcoming by displaying flags and other artistic elements from the nations or cultures my students represent.
I hold all my students to high expectations, but commit to learning what they need to succeed, adjusting lesson criteria accordingly. I try to cultivate competence in each individual by recognizing strengths and creating opportunities for positive experiences. And I strive to choose lessons that do not trigger trauma nor challenge identities, but offer support and a platform to share ideas and stories.
I am aware that I have lived a privileged life. I attended strong schools that propelled me to stronger schools that propelled me to meaningful and prosperous work. With less than a handful of mild exceptions (when I felt my gender was disfavored), I have not endured prejudice along my path. I have benefited from advantages that were in place for me before I even began to dream of what I wanted for myself. My commitment to equity and inclusion is fueled by my awareness that most are not as fortunate.
Interestingly, my commitment is also fueled by the feelings of inferiority I encountered on my privileged path. I experienced first hand inflexible learning structures that caused harm to those of us who didn’t quite fit the mold. The process of discovering my strengths and valuing my unique learning style in my adult years has fostered my determination to help young people embrace their individuality, appreciate their differences, and recognize their distinctive and valuable voice.
The impact of prejudice, intolerance, learning challenges, trauma, and socioeconomic conditions on student success cannot be overstated. While we teachers alone cannot fully resolve the issue, our efforts are a critical ingredient to providing solutions. I know my commitment to breaking down these barriers cannot make a significant impact, but I am driven by the hope they can make a small difference in the lives of a few.