Our topic
for tonight's #ELTchat "How
do we deal with diversity, inclusivity and social justice in our classrooms
|
|
 |
When feedback
puts a lump in your throat: that's *English class* they're talking about. dynamiteelt.wordpress.com/2017/05/24/asy…
|
Let's
embrace diversity...youtube.com/watch?v=MN1Dft… Have you
ever used Glee to strike up a conversation with your students?
|
|
 |
Replying to
No. What
do you do with it?
|
We watch the video and we try to identify what each person is afraid
of. Then, students are encouraged to share their own fears. It's a great way
to create an inclusive environment. The teacher must be the first to express
his fears. Students will follow!
|
|
|
|
My
students are adults. They find it hard to discuss family issues- especially
if they are LGBTQ. Yet it seems such an innocuous topic.
How do you
handle it?
|
 |
Where are you
based again? Is it a cultural taboo?
|
|
|
No. I am
in the Channel islands. Not a real taboo here, although we find some
homophobes in class from time to time. I just think that there are more and
more topics which are becoming parsnips- and no material to help deal with
them.
|
 |
I firmly
believe in the organic integration of topics like this, rather than the
othering of them as a special thing to discuss
|
|
|
I agree.
But at the moment I negotiate, they start telling me about their family etc.
This is awkward for some of my students
|
|
|
OK. But maybe
from Ss home culture? Or do they not want to talk about family at all, also
not kids, etc? Some students believe it doesn't belong..
But the material
would need to be quite specifically targetted to group of Ss and
sensitivities?
|
|
|
perhaps.
But maybe the material should be more cognisant of the differences in today's
society
|
|
|
Yes, so
more diversity & inclusion in general materials probably best, as @seburnt said not make it a 'special' discussion
topic.
|
 |
Quick hi
to mention the Disable Access Friendly website & initiative disabled-accessfriendly.com - lots of
lesson plans & material
|
|
|
In these
situations, being cognisant of font size, e.g., test-taking accommodations,
and mental challenges needed.
|
|
|
Great.
This might help with my partially-sighted student.
|
|
|
@naomishema has
written a lot on her blog abt this
|
|
|
I want to
have an inclusive environment, always. How do you deal with the aggressive
students? We had problems with/ for a poor Saudi after Manchester.
|
|
|
There are
a lot of You Tube videos of real people to bring to class who have been hurt
after such events
|
 |
Hi! Sorry
I'm late!
|
|
|
Is the
school itself an equal opportunities space? How is staff selected?
|
|
|
In theory-
but... We have no teachers with issues other than being NNEST. And that isn't
a problem
|
|
|
This one
is easier perhaps in a city like Toronto with much diversity of Ts and
backgrounds. Perhaps not so easy elsewhere? #eltchat
We
struggle here a bit. Teachers are not trained counsellors and reference to
available professional resources is a must.
|
|
|
@seburnt You touched
upon a very important issue - ESL/EFL teachers are not trained to deal with
such issues - we need more counselling skills
|
|
|
I think city/environment
and teachers can be separate issues. City here is fairly conservative, some
students complained that their teacher is "too gay" !!!
Students
also need to know they can talk to Teachers about their needs. Where I work,
they often think they have to struggle on alone!
|
It's very
difficult to approach both adults and teenagers on the issue! But, we need to
shun the us-vs-them mindset.
|
|
|
|
Yes,
teachers need to be (made) aware, also of rules & resources as
institution, to help students find support. Depending on size of
institution, there may also be a centre/office to provide help or at least,
information.
|
|
|
But there
is little around- material-wise. Even our general schools are better equipped
to deal with issues arising in class. Where could we find training?
|
|
|
Are there
no community organisations where specific needs can be referred to for extra
help?
|
I think we
can read and learn from gen education texts and websites - perhaps online
courses exist need to check
|
|
|
|
This is a
great example of how important an online PLN is Schools always busy with
academic aspects ignore these, Ts left alone
|
|
|
My
students don't stay for more than 3-4 weeks each, but they need to feel
welcomed. Today's books just don't cut the mustard
|
|
|
Perhaps
more about framing questions, Ss supply content, like @lclandfield @LukeMeddings did with "52
subversive ideas" bit.ly/2riqUZY
|
In my
area, any material that refers to sexual orientation can get you fired! LGBT
issues are prohibited in my area, not by the government, but by the locals!
Every
other European country runs a course on sexual orientation, Greece has fallen
way behind! In Athens, things are way better! But in my conservative area,
controversial issues can get you fired!
|
|
|
|
What would
be consequences for you as teacher if you open discussion ?
|
A
discussion on LGBT would probably get me suspended! A discussion on racial
segregation is acceptable, though! People prefer to ignore the pink elephant!
Better beat around the bush than face the facts!
|
|
|
|
Wow, that
sucks. I don't think I could stand working there. I guess that's another
discussion.
|
|
|
Wow! Even
if the law is less conservative!? No wonder students don't discuss LGBT
issues, then! But change has to start somewhere!
|
|
|
As always,
I will mention my favourite book "Classroom Dynamics" by Jill
Hadfield, which has a lot of group cohesion activities
|
|
|
Sharing
some nice finds - activities promoting social inclusivity humanresources.ext.wvu.edu/r/download/130…
Free
Autism Educational Tools - For Awareness and Inclusion - has some apps for stories on this geekclubbooks.com/autism-story-a…
|
Yeap! A
course full of diversity problem scenarios
This
is a quite informative website ctl.yale.edu/teaching/ideas… with some
diversity problem scenarios and possible solutions!
|
|
|
|
|
Marisa and I did the Dyslexia one last year :-)
|
|
 |
I agree
Books for international markets try to avoid anything 'controversial' But
sensitive issues do come up in real communication
|
Their
secret ID is "PARSNIPS" and publishing houses ensure that
coursebooks adhere to them!
|
|
|
|
so true!
|
|
|
Yes, I've
written chapters on this with activities to address them, myself. My chapter
on RACE is in this volume. smashwords.com/books/view/669… There are
three volumes, all free, to varying degrees of quality, imho
|
|
|
Are we
just more open now, or what has changed?
|
I guess,
globalisation has affected us all! We are way more lenient and open-minded
when it comes to controversial issues!
|
|
|
|
That's
true before any change. But someone has to start the change. Our learners
deserve it.
|
|
|
For me, 2
separate issues: being aware of & catering to diversity & needs
ourselves, and creating space for tolerance & discussion. But I mean prompting
discussions on it among students
|
|
|
It's hard
(and possibly wrong) to talk about an issue without representation of that
group in the discussion.
|
|
|
True, but
in @TheodoreLalos case, I
wouldn't want to be THAT ONE in the group if attitudes are so hostile! But
teachers could support..?
|
|
|
I think tolerance should be an integral part of the EFL teacher's
toolkit anyway
|
|
|
@angelos_bollas who is flying back from the UK as we speak did a great talk at IATEFL
on LGBT. I recorded it but can't find it now - will soon though. We could
consider a webinar on it for a future event.
|
|
|
My classroom is extremely more diverse than the society outside,
because it's special ED. But we have an advantage that the kids spend 3 years
together.
|
|
|
How about working with refugees? How do you manage the issue of social
inclusion?
|
|
|
No experience of this I'm afraid. But in an English-speaking context,
learning the language is one step towards inclusion, maybe?
|
|
|
We have a lot of practice there - all our classes include refugees -
no problems there. Lots of games and icebreakers
All the acitivites we find on gen info websites are mostly great for
reading or discussion in ELT - TED talks also
|
 |
Hello all! Too late to join?
|
|
|
The classroom should be a safe bubble 4 every student. The question
should also be- What is purpose of intentionally bringing up divisive topics?
Safe bubble as in when students share and no disrespectful slurs are accepted.
Safe as in me bringing topics that highlight what we all share.
|
A safe environment can also be the one in which the adversities of
real life are encountered and dealt with sincere interest.
|
|
|
|
Yeah, you are braver than me. I just try to keep the peace.. I agree but it's hard. Kudos to those who
can. It's better but it takes braver teachers than myself.
|
Definitely! I'm not suggesting that learners should face the
adversities of life nor that they have to feel discomfort! :) Learners have
to cope with some unpleasant situations! We can just make it easier!
|
|
|
|
My take would be that we should at least give students the option of
dealing with 'diff. equations', instead of omitting them in advance
|
|
|
Yeah, depends on target and context I think. Struggles need language
too
|
|
|
But is it then for teachers to avoid certain topics, or for students
to speak out when they are uncomfortable?
|
|
|
good Q in theory, but must be hard in practice for Ts working in such
environments!
|
I think they would need to feel safe first, before speaking out
|
|
|
|
Not feeling safe in the classroom and feeling uncomfortable with
certain topics are different things though. Teachers are definitely
responsible for avoiding the former, the latter I think students need to take
some responsibility for.
|
 |
I think this is a hugely important point. I'd say the classroom is THE
place to feel 'safely uncomfortable'!
|
|
|
I don't think bringing the topics up as if they were taboo is a good
idea. Students should feel relaxed enough to give their reality
|
I guess, you just have to encourage self-affirmation. They are not
different or less capable. We're all humans!
|
|
|
|
My daily experience avoid in planning & point out how everyone is special
& study together & share so much when needed. Conflict not here! My
classroom includes sectors not usually mixed, secular Jews & religious,
Christians, Moslems, Immigrants from all over... We do a lot of celebrating
things students do, academic or just being a good friend. if tension arises
it’s a helpful reminder to diffuse. I treat my students the way I'd like to
be treated. Life can be cruel and people can get mean. Students need to know
how to defend themselves.
|
|
|
Worth talking about similarities rather than differences
|
|
|
When does avoiding certain topics become censorship? Is that the
teacher's role? The rest I fully agree with!
|
|
|
Is it censorship if I don't plan them as part of a lesson, & only
relate to them if they come up? Life is hard enough outside. Why should the 4
hours a week in my class be just like life? We can imagine other lives in
lessons!
|
·
What happens if they decide
not to discuss the hot matters?
|
|
|
|
·
Exclusion and racism is
something we teach, but in my class we us cCOMMON example of their hearing
loss 2 expand on it.
|
|
|
I think that depends on intention rather than practicality
|
|
|
I think so. Teaching Middle Eastern students I was advised to avoid
any depictions/mentions of LGBT+ people, for example. I guess my concern is
for when the classroom becomes over-sanitised, for fear of offending someone
|
|
|
I was told that too in Seoul, but eventually I came out to all my
students. All fine. No real consequences, but respect.
|
|
|
Hmmm. does the T or school get to decide what could be divisive? If so
how can classroom be fully safe/inclusive. Teachers might be only way voice
of silent "other" gets heard
|
|
|
The people in the classroom could decide which topics are acceptable
and which aren't?
|
Dreikurs substantiates that overprotective parents/community leads
only to a self-defeating behaviour and boiling anger!
|
|
|
|
Bottom line: we can't assume none of our learners aren't in ONE of the
marginalised groups. We shouldn't frame groups as others. Now I just don't
make it a thing at all, but in that, I now struggle with whether I model
inclusivity and normalisation enough.
|
We can mitigate the effects of stereotype threat through role-models.
I usually use this video. youtube.com/watch?v=lX1zII… Then, I get them to think what their ideal classroom setting feels /
sounds like. After that, they can stand up and say: I have a dream... Play
motivational music to help them unravel their thoughts :)
|
|
 |
I guess the only thing I'd contribute is that deliberately avoiding
problematic concepts/topics stifles conversation and DOESN'T make a safe
place for students because it reinforces the "norm"; white
western heteronormative families. If we don't broach difficult topics, people
may never learn about people different from themselves and become more
accepting. If we only use books/materials abt traditional
families in class, people who differ from the norm will not feel safe, but
excluded
|
|
|
I think, though, there may be a difference between what teens need
& what adults want to discuss?
|
|
|
Possibly. Adults are certainly cagier about things
|
|
|
Teachers of YLs also need help and especially playful activities or
stories which promote ideas we are discussing. I encourage EFL teachers to
connect with mainstream teachers to learn more games & activities on the
subject for YLs. friendshipcircle.org/blog/
|
We also need learners that their mindset is ready to accommodate such topics
:)
|
|
|
|
Here's loads of stuff - need sifting obviously - found on pinterest gr.pinterest.com/explore/inclus…
|
|
|
Cairis thinks that young people are more accepting, so we need to
change the mindsets of the bosses in schools
|
Totally agree on that! Any thoughts on how to achieve that?
|
|
|
|
Comes back to training- the high-ups need diversity training first
|
|
|
|
|
|
youtu.be/UcuS5glhNto Here is another interesting video
|
|
|
I haven't
watched JJ Wilson's @iatefl @iateflonline #iatefl17 plenary on this topic yet (anybody?) but this
reminds me I want to:)
|
|
|
I don't think
it's our jobs to be counsellors, actually,beyond reason. There are trained
professionals out there.
We have, however,
taken SAFEtalk training, which helps teachers to identify + start discussion
of mental health issues with students, but not counsel.
|
 |
Not only that, but students really
need their teachers to TEACH so it's best not to burn out trying to be
everything to everybody!
|
I agree with @seburnt again here.
I'm a teacher and a bridge to a counsellor. I understand what counsellors do,
and I can't do "it"
|
|
|
|
Oh
absolutely! Agree! But counselling skills come in very handy
|
