One of the greatest foci in our classroom was that the students feel safe. A student who has a tumultuous history and little to no formal schooling is not going to be able to learn until their basic need for safety is addressed. It is the bottom line of Maslow’s Hierarchy. Before we can approach any of Alberta’s Program of Studies we must ensure that the students are in a place where they are ready to learn.
There were multiple ideals that we attempted to teach the students in order to create an environment of safety:
1. That their language attempts are not laughable. We were very clear from the first day of class that the students were not to laugh at one anothers’ attempts at English. The students took these instructions to heart and were actually really encouraging of each other. A few of the students were particularly low in English proficiency and it was always difficult for them to get words out. On the occasions when they did manage to speak clearly though, the other students were very congratulatory and would clap for their fellow classmate’s small but profound accomplishments.
2. That they can make mistakes and that’s ok. I was quick to point out that even I, a native English speaker who has even studied the language, still make mistakes. We had specific spaces designated throughout their day that were safe from any grammar or spelling scrutiny. The most effective communication was present in those spaces as the students could say what they wanted to say, even if it took a lot of questions and deciphering to discover what their intent was. In those safe spaces, such as Tea Time and Morning Pages, the students were able to express themselves and grow in their conversational and informal communication skills.
3. That they are never in physical danger. We had many discussions with the students about the differences between Canadian school and their past school lives. Almost every one of our students had experienced beating at the hand of a teacher in their home country. We discussed why beating a child is illegal Canada and discussed many other rights that they may not have had in their native country. The greatest focus of my practicum was creating a rapport with the students in order to create a relationship of safety and trust.
4. That they can ask questions and make contact without repercussions. We constantly encourage questions throughout our time with the students, insisting that they cannot learn if they do not ask. Communication of any form is always encouraged. If they are ever sick or unsure of something, Dave has given them his personal phone number so that they could let him know in advance. This gesture is important for creating an environment that feels less like a classroom and more like a family. It was very apparent when a student was absent from the class, and that accountability led to very few issues with absenteeism or tardiness. Being accessible to the students was key for ensuring that they felt safe and cared for.
All of these principles help establish a precedent of security, respect, and community.
There were multiple ideals that we attempted to teach the students in order to create an environment of safety:
1. That their language attempts are not laughable. We were very clear from the first day of class that the students were not to laugh at one anothers’ attempts at English. The students took these instructions to heart and were actually really encouraging of each other. A few of the students were particularly low in English proficiency and it was always difficult for them to get words out. On the occasions when they did manage to speak clearly though, the other students were very congratulatory and would clap for their fellow classmate’s small but profound accomplishments.
2. That they can make mistakes and that’s ok. I was quick to point out that even I, a native English speaker who has even studied the language, still make mistakes. We had specific spaces designated throughout their day that were safe from any grammar or spelling scrutiny. The most effective communication was present in those spaces as the students could say what they wanted to say, even if it took a lot of questions and deciphering to discover what their intent was. In those safe spaces, such as Tea Time and Morning Pages, the students were able to express themselves and grow in their conversational and informal communication skills.
3. That they are never in physical danger. We had many discussions with the students about the differences between Canadian school and their past school lives. Almost every one of our students had experienced beating at the hand of a teacher in their home country. We discussed why beating a child is illegal Canada and discussed many other rights that they may not have had in their native country. The greatest focus of my practicum was creating a rapport with the students in order to create a relationship of safety and trust.
4. That they can ask questions and make contact without repercussions. We constantly encourage questions throughout our time with the students, insisting that they cannot learn if they do not ask. Communication of any form is always encouraged. If they are ever sick or unsure of something, Dave has given them his personal phone number so that they could let him know in advance. This gesture is important for creating an environment that feels less like a classroom and more like a family. It was very apparent when a student was absent from the class, and that accountability led to very few issues with absenteeism or tardiness. Being accessible to the students was key for ensuring that they felt safe and cared for.
All of these principles help establish a precedent of security, respect, and community.