• What does a school look, sound and feel like when we promote reflection, honour the community and support authentic collaboration among staff, students and parents?

When we promote reflection, a school feels calm, light. Promoting reflection values process (vs product), and contributes to a sense of well-being and decreased stress levels amongst students and staff. It might look like bulletin boards that demonstrate students’ learning processes, as well as the culmination of their learning. It will sound like a flurry of young articulate voices, who have clearly spent time thinking about their thinking. 

When the community is honoured within the school, parents and guardians have an authentically warm and respectful relationship with school staff. There exists a tradition of involving the community within the school’s activities, whether that be at special assemblies, or parent and guardian-led initiatives to enrich the school. Students will know these involved community members by name, and say hello to them, just as they would school staff.

When we support authentic collaboration among staff, students and parents, we will hear people saying things such as, “...can’t wait to do this again next year!” and “...I never knew this about you before, I’m so glad to learn this…”, etc. 

• What does a classroom look, sound and feel like when it is inclusive and when instruction is responsive to the full range of student diversity?

When a classroom is truly inclusive, and when instructional strategies respond to the full range of the students who hold membership, it feels content, focused and energized. Students are working in varied groupings or independently, and have a clear sense of their direction – whether that be their learning activity, or how to solve a given problem (ex: who to ask when they are unclear, etc.). Whatever the students are up to, there is a sense that they know what is going on, and are not much interested by an ‘outsider’, such as a visiting teacher poking around. A classroom that is truly inclusive reflects students’ voices by featuring their work – their ideas, their questions, or their finished products. It contains decorative elements that speak to the diversity of students in the class. The decor is co-constructed, yet curated by the teacher.

• How can you see the impact of the use of culturally relevant material on students?

The impact of using culturally relevant learning materials is seen through student engagement. Engagement sounds like a discussion where many students participate at a deep level. It looks like students who are happy, excited, and curious. It sounds like students who are naturally keen to contribute to the class conversation as they can easily draw upon their prior knowledge and make connections with learning materials being presented.

• What further information would be helpful when considering cultural relevance and cultural responsiveness in our school?

When considering cultural responsiveness in the school setting, I feel it is important for the school leader (ex: the principal) to get anonymous feedback from staff and students about how he / she / they are leading the school. For example, a school leader might think they are leading in a culturally relevant manner, but it might be that they are more following current trends (or suggestions given by a superintendent) wherein the principal’s actions look culturally responsive but are actually misattuned to the diversity within the staff and students of the school.

What does a school:

Look - welcoming to all. Decor and materials that reflect all parts of the school community. Spotlighting marginalized voices and creating authentic outlets (i.e. display cases) for assignments, classroom work, etc.

Sound - appropriate terminology and respectful dialogue between community, students, and educators.

Feel - safe. Board policies and school administrative policies that are inclusive and supportive of students' multiple identities.

What does a classroom:

Look - like a reflection of the classroom community. Students can share their work, achievements, and questions in a safe space. It is an affirmational opportunity.

Sound - all types of voices can be shared, and not just a dominant few. Intentional entry points for different voices to be heard.

Feel - trust. Students can feel welcome to share their identity(ies) both with the teacher and their peers. Sharing your identity is vulnerable; you need to trust those around you to be open to that vulnerability.

Impact of Culturally Relevant Material:

When we use culturally relevant materials, it will support a greater engagement in the learning materials. Learning content needs to have some relatability to students, or they may disengage, nor see the relevance for them to learn it. Incorporating their identities into learning could be an entry point for them. Being culturally responsive also does not mean we, as teachers, need to be fully knowledgeable about our students identity(ies), but instead to set the stage for them to feel welcome to share. They are the experts on their own identities. Inquiry is a great strategy when considering culturally relevant pedagogy.

Further information that would be helpful:

One of the areas I always find challenging is including parent(s)/ guardian(s) in the learning. How do we also engage them to be part of the school community? Additionally, what about when some identity(ies) may have conflicting aspects. How can we navigate this without making an identity feel less than, while still maintaining respect for other identities?

School Environment:

• Look - We can display artwork, learning materials/worksheets that reflect the diversity of the student body and the broader community on the wall.

• Sound - It will be a multilingual atmosphere, you will hear different languages spoken and see efforts to incorporate multilingualism in school communication. Students will use English as the major communication language, but they might speak their own language/dialects with friends and peers.

• Feel - All individuals, regardless of background, feel welcome, accepted, and valued.

Classroom Environment:

• Look - There are flexible seating arrangement in the classroom. The varied seating options are arranged to accommodate different learning styles and preferences of students.

• Sound - We will hear collaborative discussions and group work that encourage students to learn from each other. Teachers use multiple modes of communication to cater to diverse learning styles.

• Feel - It will be a safe and supportive environment where students feel comfortable expressing their identities and sharing their perspectives.

In both the school and classroom settings, the key is to foster a culture of inclusivity, respect, and collaboration. With the ongoing reflection, open communication, and a commitment to recognising and celebrating the diversity that exists within the school community, it is expected to create positive impacts on our students.