challenging students in a safe learning environment

Teaching to create a safe and challenging learning environment is my personal ideology of biliteracy instruction. In order to achieve my philosophy in my classroom it is imperative that I build a relationship with students first. Showing students that I care about them and am aware of their needs and strengths as well as their interests will help me build a safe environment and guide students to their fullest potential. To do so I will become aware of my schools community and my students ethnic and cultural backgrounds so when planning for instruction I am have in mind my students cultural and ethnic backgrounds, creating authentic material that is relevant to students experiences. Acknowledging the legitimacy of different cultural and ethnic heritages of students when planning instructing will help bridge home/personal experiences with school experiences and formal curriculum (Gay 2000). Including multiple culturally relevant readings to instruction for students to bring into class their own knowledge and experience to make their learning authentic and meaningful. My role is to implement lesson plans that are suitable to my students learning styles and activities that demonstrate the students understanding through multiple formative assessments. Teaching students literacy strategies that can be connected with different learning styles and applied in multiple subject areas with the appropriate scaffolds that each students may need and in areas where they are developing their knowledge

The encouragement of students to embrace their culture and beliefs and become advocates for their community and self by asking questions about what they are learning to develop their Metacognition (Rodriguez 2000). My aim is to challenge students to make connections between multiple cultures and their own ethnic and cultural backgrounds; I want students to be capable of challenging the established norms by society and what they are learning as a class. I will create meaningful activities that are culturally relevant and thus create a multicultural learning environment where students become aware of different beliefs and practices in their community.

.Gay, G. (2000). Culturally Responsive teaching: Theory, Research, & Practice. New York: Teachers College Press.

Rodriguez, A. (2000). Sociotransformative Constructivism: What is it and how can I use it in my classroom? Science Education San Diego State University.