RUNNING HEAD: FINAL REFLECTION PAPER 1

Final Reflection Paper

Sydney Milligan

University of Lethbridge

Social Context- EDUC 3603

March 7th, 2018

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Part One: Self Analysis

Thinking about my past experiences in school, living in Lethbridge Alberta,

brings forth many social and cultural affiliations that form many thoughts in my head

about privilege and power. From a collective point of view, education is viewed as very

important in Canada and specifically experienced in Southern Alberta. Cultured

schooling means patterns of behavior that have been adapted over time. Growing up in a

predominantly white culture, I felt as if I was the majority during my entire experience in

school. Feeling as though the social and cultural aspects of schooling did not shape who I

am today, because of the advantage I was placed in. Although looking back now, I have

formed an appreciation for the social and cultural aspects, as they are the reason why my

school experiences were so rich and inviting. I was very fortunate to attend schools in

which provided each student with quality education, extracurricular activities, and sports.

This was because of the tactic norm that was set from many years prior, creating a

structure in society that is now set out in schools to teach responsibility, power, and

cultural class.

As a privileged white individual, I was given numerous opportunities to challenge

myself as a student, athlete and as a creative individual. I was given ample support and

grant to pursue my efforts in whichever area I was interested in and felt support not only

from my family but also whichever school I was attending at the time. I believe this grant

is not always given to every individual, which is why I feel as though I was very

privileged growing up, and I believe this derived from my culture. The term “Culture”

not implicating my cultural background, but my own personal culture; I grew up in a very

athletic, academic, and all-encompassing family, which led me to become very successful
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moving forward in my educational career. I felt as though schooling was based on norms,

specifically with white culture. Attending each day, following a structured daily routine

and class schedule, with hierarchal tendencies between teachers, support staff, and

students. I felt as though everyone in the school was placed on a hierarchal scale;

administration at the top of the totem pole, teachers following, teacher assistants, extra

staff and then students. I believe these hierarchies are slowly depreciating with inclusion

in schools, as the idea is that all individuals within the school are equal.

Privilege and power also relate to many tactile and emotional components that

were definitely taken for granted throughout my experience in primary and secondary

schooling. I had many rights and responsibilities that I look back at now, and realize I did

not appreciate what I was granted as much as I should have. Tactile and emotional factors

of school like lockers for protection, routines, which have given structure to everything I

do now in life, with both work and school. Relationships with teachers, as now university

teachers do not have as much time to get to know each student individually, whereas, in

elementary, middle and high school, teachers spent ample amount of time with their

students, in which they could build strong trusting relationships. Another thing I have

come to appreciate now was the right to free textbooks and supplies. Relating to my

experiences in university now, as a student, I am spending a quarter of my tuition on my

textbooks, which has caused stress in other areas of my life outside the classroom.

Becoming more aware of all of the tactic factors I was granted as an evolving

student, I have grown to be more appreciative of the privilege I was granted as a younger

individual. Realizations do not surface until those privileges are taken away, or until a
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price is attached, which is why I look back and have been very cognoscente of what I am

given now.

These appreciations have opened up my viewpoint of our wonderful school

systems and how open they are to providing each and every student with anything they

need to succeed.

Part Two: Textual/ Contextual Influence on Education

Throughout the semester, our class was exposed to many texts that were intended

to aid in our learning, and expose us to many factors that influence our teaching, that we

will be doing in the near future. Within each text, a different message was portrayed in

relation to creating inclusive classrooms, which are becoming more and more prevalent.

“The Gender Spectrum” was one article that right away jumped into my head because of

the fact that it is much more prevalent now in schools to have children that identify

differently than just male or female. As an overarching topic, this difference has come to

surface much more than ever before, which is why I thought reading this article was very

important and is even more important to discuss now.

When I was in middle school and high school, I did not recognize that there were

individuals who identified differently than my male peers or myself. This notion has been

introduced more and more over the years, and has been shaped because of the past and

has been enforced because of the future and its upbringings with acceptances. I believe

the difference in school now, not only with cultural groups but also spiritual groups has

shaped schooling and education surrounding it. Teachers are much more aware that they

must teach to the times, and teach to the concepts that are easily going to shape a

dynamic. I believe this article definitely leads to introducing classroom inclusivity in a

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new light and creates a road map for teachers who possibly are struggling or in need of a

hand of more information about the new concepts that have been introduced not only in

schools but also in the surrounding communities throughout the world.

Additionally, another article that fits hand in hand with this topic is “Toward a

Conception of Culturally Responsive Classroom Management.” This article conveys a

message that because there is an increasing amount of diversity in the classroom, with

that comes much difficulty with managing a group of students that is so multicultural. It

is said that teachers lack the knowledge and resources that create competence in the

classroom, such creating issues in the classroom regarding control and organization.

Often conflict arises when students and teachers have different cultural backgrounds,

which is very obvious, especially when teachers lack knowledge relating to culture and

social affiliations. Creating inclusivity in the classroom is hard when students do not feel

welcome and acknowledged, this is why this article is important to read and appreciate

because of the information granted about multiculturalism. A progressive perspective is

taken when wanting to increase awareness of racism or possible differences, which can

allow students different opportunities to become educated on possible terminology that is

more appropriate when trying to form relationships in the classroom. It is important to

recognize that with multicultural classes, all components must be considered and not

taken for granted. Teachers must become educated on possible factors that may cause

conflict and difference and create as much equality as possible. The power of words is

extremely important in a classroom setting, as knowing the proper terminology and

educating others is very important when the end goal is to create a space of inclusivity

and fairness amongst all. Possibly trying to build up trust In the classroom, by partnering
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up an ELL, ESL, EFL or special needs individual with a student without a difference, and

have them work complementary, can be beneficial for both students and can also help to

develop further relationships and opportunities.

Another article that we discussed in class was “Defining Globalization and

Assessing its Implications for Knowledge and Education.” This article connected how

globalization is bringing forth numerous profound changes in the economic, cultural and

political notions in education. Teachers will always have different feelings and concepts

within education about what is happening around them, and how that shapes their

practice within the school. Teaching practices are shaped because of the different

cultural, and social affiliations thus affect the inclusivity of the classroom. When a divide

is created within the classroom, fairness and trust are broken. Thus this article explains

that each student or teacher for that matter may view globalization differently and may

choose to view the topic in a different way creating different opinions. It is okay to have

multiple viewpoints in the classroom, but one must embrace these differences to infer

inclusivity and fairness. The idea that women are given more opportunity with economic

independence, they are given more opportunity to work in the future and this can inform

students of these issues and allow for them to discuss and become educated on how they

can change their inferences of globalization to shape future women.

This reading can inform future teaching practice through giving information and

awareness of multiple issues that shape the classroom today. Bringing up increasingly

imperative topics such as femininity/masculinity, rights, sexual harassment, etc. that all

shape education now. The role of schooling is to shape characters and create global

citizens, preparing individuals for market demands.

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In “Driving Teens Ego’s & Bullying through Branding” an article we discussed, it

was explained that teens are misguided by technology and manipulating teens into

thinking that materialistic lives are those of which they should live in and involve

themselves in. The Meta-message is that technology is something that can solve all

problems. The problem is, technology has a way of representing how teens should fit in

and subject themselves to the status quo, in such they will be better human beings, or

look as though they are ‘cooler’, or more ‘hip.’ This message is manipulating teens into

thinking that if they purchase certain items that are popular, their personal well-being will

increase, their character, persona, the image will also increase thus become more popular.

As there are always pros and cons to everything in life, technology can definitely

be foreseen as something that is detrimental to education if not used correctly.

Technology has a way of consuming lives and has a way of giving false hope. If used

incorrectly technology can rob teens of self-confidence, self-esteem, and belief. It was

said within this article that some solutions could definitely be considered when

implementing technology, one of which is decreasing the amount of screen time, so when

technology is incorporated it isn’t taken for granted. Allow students to work in alternative

environments and encourage students to work outside of the four walls they are

consumed by each and every day. Classrooms are becoming more interactive and

enjoyable now with inclusive classroom layouts, where students can sit in non- traditional

chairs, or can stand, bike, walk on the sport etc. while learning. Allowing teens to

understand the detriments of technology is key in education. Teachers are individuals

who can convey correct messages when incorporating technology into the classroom, and
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it is of great value to portray technology in ways that are correct, not using them as a

novelty, but as a supplement in teens learning.

Technology can be a very important aspect to include in the classroom but must

be used with caution. It is important to remember that technology does not always have

benefits, it can create misguided teens with commercialism, advertising, purchasing etc.

which can enable students from learning the main message that is being taught in school

at the time. Use technology as a guide, and a support in the classroom, to help in various

ways. Do not let it become the distraction that takes away from the educational setting.

Classroom management with technology is something that each educator will become

equipped with, when more knowledgeable about the matter. Inclusive classrooms can be

designed how it best fits the teacher, and in my point of view, I have a vision of how I

will incorporate technology, and I would like to have a technology center in my

classroom, somewhere where students can go, if and when they need supplementary

information or need a space to be comfortable in to aid in their emotions. Technology

does not only need to be used for research, it can also be used for other things such as

emotional, resourceful, mental, etc. components that occur in the classroom every day.

Technology can also be used as a tool to introduce inclusivity concepts and allow

students to explore how they can adapt their mindset and attitudes towards differences in

the classroom. Teachers can use technology to their advantage to not only educate but to

raise awareness of inclusivity and what that entails, which opens up students to many

possibilities. The various websites, online games, online platforms, information etc. can

be utilized to support learning in the classroom, but only if used in an appropriate

manner. Creating success in the classroom can come from the use of technology, and will
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eventually become a huge part of schooling, as it develops into a new way of learning

and teaching.

Relating to classroom management, an outside source “Creating Environments of

Success and Resilience “I found mentioned that early classroom- management

demonstrated a direct link between the students learning and orderly management/

environment in the classroom. It is important to note that there is a direct correlation

between how a teacher can direct, and organize his or her room and the amount of

learning that happens. It is substantially higher when a teacher is able to direct learning

and have a focus in the classroom, regardless of the topic area or day. In this article, it

mentioned that it takes more than just regular management strategies that teachers are

taught and educated about. Classrooms now are so diverse and multicultural, it is very

difficult to educate teachers on what strategies are best to use and how you can possibly

make sure each student feels safe, welcome, and valued. It is up to the individual teacher

to find a climate that works for every student. It is not a skill that can be taught on paper,

but a skill that is taught with true passion and effort. Patrick et.al, mentioned in the article

“the elements of a positive psychological environment are strongly grounded in

respectful relationships, meaningful tasks, and the teacher insistence necessary to

guarantee each child an environment of care, calm, support and respect where he or she

will succeed” (2007). Patrick and his colleagues state a very interesting fact in respect to

how to establish a classroom climate as mentioned above creating a caring, calming, a

supportive and respectful environment can create a strong foundation for having an

inclusive classroom. Inclusivity is only present and available if everyone is involved and

included.
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“Inclusive Education” by Conona Petrescu noted as a constant process of

improvement in the educational system. The goal is to create opportunities for people

with disabilities, to participate in regular education, but also to educate those who are not

disabled on why it is important and beneficial to have those who are diverse participating

in school. It is of huge advantage to have inclusion in schools because it represents that

all humans have the freedom and opportunity to participate and act upon their rights.

Those individuals, who are not granted freedom of participation in every activity, are

disadvantaged, and with inclusion, schooling can be much more accepting and

welcoming of that. When relating this article to class material, critical pedagogy is one

term that was discussed on the level of which is entails promoting social justice and

equality. Inclusivity is the result of critical pedagogy, as it promotes quality through

theory and practice. With that, it is important to recognize that we must acknowledge and

treat everyone as equals.

How do we create an authentic sense of belonging? In Creating Inclusive Schools

for ALL Students, it was mentioned that it is important that inclusivity isn’t developed

because of the students that are different and need additional assistance. Building

inclusive schools are to prove that every student should be treated equally and should be

able to behave the same within a classroom setting. In this article, it was stated that

within the school, they had both children with disabilities and those without all in the

same classroom to enhance learning. Inclusion does not mean, however, moving a high

demand of students with disabilities into a normal classroom because this creates an

island for those who are disabled and still creates a divide. Inclusion can be thought about

as placing students of all abilities and disabilities in classrooms in natural proportions, so

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each teacher can serve every kind of student. These kinds of classrooms allow for each

student to feel like an integral member of the class and feel connected with their peers

regardless of their race, ability, language etc. Support should be given regardless of the

student, thus why not make inclusion about every type of student, not just about those

who usually seek special attention.

It is important to take into account that having students of all abilities creates a

diverse spectrum of learning and allows for a mix of teaching strategies that can be

applied in the classroom. For teachers, it is to their benefit to have students of all abilities

to participate in the classroom, to lead their teaching in multiple directions, and open up

multiple perspectives and various ideas.

Fostering practices when relating to inclusive education within schools starts with

the individuals who are in need of a change. In the article “The Principals role In

Creating Inclusive Schools for Diverse Students: A review of Normative, Empirical

Literature on the Practice of Educational Administration”, It is mentioned that the role of

the administration is to create diversity, promote inclusive school cultures and instruction

programs while building relationships between the school and community. I do believe

this article brings up constructive points to think about in regards to who is in charge of

creating inclusion, and when it comes down to it, those who are allowing students into a

school somewhat have the responsibility to create inclusion within the school

environment. Administrators are those individuals who make many decisions throughout

the process and it is important to remember, without diverse children, schools cannot be

inclusive and multicultural.

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Of course, all parts of the school, are integral to create the climate that is set out

for the environment. Building a family within the school community is important, and

yes starts with the administration, but is fostered within the learning that is taking place in

an environment that is open to all individuals with care, safety, and respect.

Part Three: Proposal for an Inclusive Classroom

The term inclusion captures, in one word, an all-embracing societal ideology.

Regarding individuals with disabilities and special education, inclusion secures

opportunities for students with disabilities to learn alongside their non-disabled peers in

general education classrooms.

As an emerging teacher, I have many beliefs and values that I hope to bring into

the classroom and it is my hope that I can create inclusivity, set from a foundation of

respect, open arms, and equality. Throughout this semester, I have been exposed to many

topics within a wide range of resources, presentations, tip sheets etc. that can help to

encourage this type of environment in my classroom in the future. Each idea that I have

based my philosophy on is drawn from acceptance and warmth through creating trusting

relationships. I believe it is a teacher’s duty to make each student feel like they are equal

to their classmates regardless of the orientation. Many articles we touched base with this

semester introduced the fact that now in schools we have to pay closer attention to race,

gender, sexuality, culture etc. and within classrooms now, we need to recognize that there

will be a range of differences. Collaboration is key; drawing from “otherness” it is

important to remember that is it okay to be the ‘other’ and feel as though you do not fit

in. The underlying problem with that feeling is that it must somehow be depreciating by

either students, the teacher, school staff etc. or the student will not feel as though they are
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safe, welcome or equal in the space they are in. Everyone is unique, so embrace the

uniqueness and use that as a tool to create a diverse, inclusive environment.

Within my philosophy, I believe it is important to include children with

disabilities, and students with language differences, for example, ELL students, ESL and

EFL as they are a huge reason why there is inclusion in schools. From a physical

education standpoint, in my philosophy, it is my hope to create lifelong active learners

and when relating to any type of class, not just physical education, one can adjust that to

creating life-long learners. That meaning creating a challenge for all students, to want to

learn and love to learn, not only with the sameness in the classroom but also embracing

the differences, to better the classroom environment.

Despite the risk of differentiation and the problems that could potentially arise

with this, increasing heterogeneity can also offer students opportunities to explore other

cultures, thus making them more comfortable with the multi-cultural instances that are

occurring in the classroom. Students are not forced but encouraged to explore other

genders, races, cultures etc. so they begin to understand what it is like to be in another

individual’s shoes other than their own. It is my hope, I can create this type of thinking,

and that my students gain an appreciation for one another and the differences that set

them apart. It was discussed in class that Introducing days like culture days, or involving

the Olympics, or possible parades for sexuality and gender can all occur in the classroom,

and within the school's community. It is important to remember as a teacher, you can

control these types of events and plan around the dynamic of the class you have. These

types of things can encompass every type of student in the group and can create cohesion

and increased awareness.

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When thinking about inclusivity, I can think of many times throughout the

semester that we highlighted many strategies and tips within the readings and class

discussions that contribute to making a class diverse and one of a kind. It not only takes

the students for this to occur but also the teacher to facilitate the differences and allow for

cohesion to result. Making a classroom, not only based on individual success, with

openly accepting the differences, but more importantly facilitating a classroom that forms

group success is key. Celebrating differences in the classroom is so crucial and can

evidently help with classroom climate.

It was mentioned in the ELL tip sheet, and of course within the content introduced

that it is important to not only teach the language, but to also teach the meaning behind it,

and this can relate to any difference in the classroom. Some examples of these differences

are gender and sexuality, as they are more typical now in the classroom. Providing

resources to students can help them to understand the facts and complimentary meaning

about the topic, and also give them more reason to discuss feelings associated. I also

believe that introducing students to clubs, after-school activities, and extracurricular sport

can also allow students to become involved in the school's diverse sea of students and can

expose them to new individuals who need friends, support, and assistance. This gives

them the hands-on experience that truly will make the impact when learning how to

adhere to diversity.

As a teacher, I believe it is important to include in your philosophy all of the

differences one will encounter. It is important to remember that inclusivity is only

emerging, and will continue to become more and more diverse over time. It is within

your hands to facilitate learning of all the students in your classroom and within the
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school you encounter to make every student feel like they are welcome and wanted in the

environment you create.

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References

Bondy, E., Ross, D.D., Gallingane.C., & Hambacher, E. (2007). Creating environments

of success and resilience: Culturally responsive classroom management and more.

Urban Education, 42(4), 326-358.

Causton- Theoharis, J., & Theoharis, G. (2009). Creating inclusive schools for all

students. The Education Digest, 74(6), 43.

Dittman, M., (2004, June) Driving Teen Egos- and Buying-Through Branding

http://www.apa.org/monitor/jun04/protecting.aspx

Petrescu, C. (2013) inclusive education. Euromentor Journal, 4 (2), 149.

Pride Education Network (2012). The Gender Spectrum.

Riehl, C. (2000). The Principal's Role in Creating Inclusive Schools for Diverse Students:

A Review of Normative, Empirical, and Critical Literature on the Practice of

Educational Administration. Review of Educational Research, 70(1), 55-81.

Retrieved from http://www.jstor.org.ezproxy.uleth.ca/stable/1170594

Stromquist & Monkman (2014). Defining Globalization and Assessing its implications

for Knowledge and Education, Revisited.

Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of

culturally responsive classroom management. Journal of Teacher Education, 55(1),

25-38.

https://moodle.uleth.ca/201801/pluginfile.php/153219/mod_resource/content/1/Otherness

.pdf

https://moodle.uleth.ca/201801/pluginfile.php/153221/mod_resource/content/1/Sexuality.

pdf
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https://moodle.uleth.ca/201801/pluginfile.php/153223/mod_resource/content/1/Technolo

gy.pdf

https://moodle.uleth.ca/201801/pluginfile.php/153216/mod_resource/content/1/ELL%20I

nstruction.pdf