Creating a trusting and inclusive classroom environment
Teachers of Aboriginal students need to establish a supportive classroom environment that allows students to feel valued and understood. Students need to feel supported to learn and share their experiences and cultures. Working relationships need to be based on the foundation of mutual respect.
When participating in Information Sharing Days as part of the Solid Kids, Solid Schools project, AIEOs (ATAs or AEWs) and Aboriginal teachers who work in Yamaji country shared the following about creating a trusting and inclusive classroom environment.
- Yamaji wangi
- Observations from Sharing Days:
- School absenteeism was seen to be a significant issue. There were numerous reasons for absenteeism, but ultimately it was associated with whether students were happy at school. If they were unhappy at school they were not likely to attend. Other reasons for absenteeism included students staying up until late (until 3 am), having no money for lunch, and having no money for shoes.
- Strategies for supporting Yamaji students to attend school included:
- a buddy system to help students feel connected to the school
- regional (Mid West) activities that include sport, art, poetry, culture and literacy to build student social networks
- health programs to empower kids, foster safe spaces, focus on personal hygiene (which is often a basis for bullying)
- Points to consider
- Active listening is important to establishing good relationships.
- Do not make cultural assumptions. It is always better to ask if you are not sure.
- Make an effort to understanding the cultural contexts in different situations.
- Share cultural values and beliefs regarding classroom practices.
- Share goals in the classroom and discuss the benefits of these goals for individuals and the class.
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The aims of a positive classroom are that students will learn to:
- treat each other with kindness and respect
- give each other support and encouragement
- work together cooperatively
- resolve conflicts appropriately and effectively
- think and talk positively about themselves and others
- build empathy for others’ feelings and needs
- respond to bullying and other social issues in effective ways
- appreciate differences between their classmates
Classroom management and cultural security
Teachers must be clear about why they have certain rules. Every rule should be clearly explained and understood. Simple and clear classroom rules can be collaboratively developed between teachers and students. Student involvement in this process promotes responsibility and ownership of the rules. The rules should be known by all students and posted in a visible place.
Classroom rules could include:
- We will not bully others.
- We will try to help students who are bullied.
- We will make an effort to include students who are left out.
- When we see bullying we will tell an adult.
- We treat each other with kindness and respect.
- We make everyone feel welcome.
Teaching and learning activities need to actively engage all students and foster positive relations both among students and between teachers and students. This includes fostering a sense that students are supported academically and emotionally.
Teachers should:
- use positive recognition of good behaviour as a means of influencing and modifying the behaviour of students
- help Aboriginal students who engage in bullying behavior to develop more appropriate modes of behaving
- use the leadership and peer skills that these students have as members of their family
- encourage commitment to trust and respect and a shared understanding of social rules and procedures
- promote honest communication and the opportunity to learn to accept different perspectives
- Encourage Aboriginal students to share the terms they use for different bullying behaviours.
- Establish class rules (including consequences) on ways to prevent and manage bullying in the classroom and school.
- Invite the parents and carers of Aboriginal students to suggest appropriate consequences for breaking class rules.
- Where appropriate, suggest the school guidelines be adapted to match the class rules developed from student/parent and carer consultations.
- Should a student come to school distressed or in a bad mood, find out what is bothering him/her. It is important to seek assistance from the AIEOs (ATAs or AEWs) in understanding a background for the student’s mood and establishing appropriate support.
- All students like to be treated with respect and are more likely to be responsive to teachers when they feel they are being treated fairly.
- Students do not respond positively to teachers who shout, use sarcasm, are considered to be unfair, or shame them in front of their peers.
- Sometimes the best way to respond to a bullying situation’ is to allow all students involved time to ‘cool off’.
