My values inform my pedagogical practices. Thus, my approach to teaching is mindful, both conceptually and in practice. As a facilitator, I strive to guide students rather than create boundaries that hinder learning and growth. I care deeply about how students learn and grow, so I strive to reach each one who enters my classroom. I do this by promoting a multicultural awareness through trust, authenticity, inclusivity, and equity.

I value working with students who are diverse in their gender, race, culture, experiences, perspectives, orientation, and talents. It is through our diversity that we build knowledge and discover new ways to collaborate and work toward goals. It is with our diversity that we truly learn. Embracing our diversity allows us to be more effective in our endeavors. And, It is through diversity I know myself, including my biases, and my misconceptions.

Diversity within the classroom leads to a positive educational experience that empowers students in both their personal and professional lives. Our world is increasingly diverse, so students must be exposed to and accepting of all cultures. As the leader within the classroom, I incorporate a culturally responsive education where I foster inclusion so all students benefit. It is essential that students learn about our diversity so we can accept our differences. This can only be done through communication and building trust.

My role as an educator is guided by my passion for helping students achieve their individual goals. For me to be able to help students, I must first garner trust.  I am mindful of their needs and create a climate where students feel empowered to speak their voice. To build trust, it requires me to reach students by getting to know each one.  I am interested in learning more about students’ cultural backgrounds, interests, and hobbies.  When students know that I am genuinely interested in who they are as individuals, communication opens, and they know I value them.

Creating meaningful and trusting relationships with all students is only done through my authenticity. My authentic identity shapes the relationships I have with my students. Through my authenticity, students know that I am approachable. It is my responsibility to demonstrate to students that I am their advocate who is willing to receive feedback, listen to opinions, and offer support in their learning and growing as individuals.  When there is open communication, students will begin to be more open with their classmates, and this is key to creating a more multiculturally aware classroom. Rather than putting on airs or trying to pretend I am someone else, I want my students to know who I am so we can be mindful of our differences, yet work towards an inclusive environment where all voices feel empowered to share their true selves.

I communicate regularly with students throughout the semester. This consistent communication demonstrates to students that I care about each one. I conduct one-on-one conferences so that students know they can discuss their concerns and opinions. Open communication helps me know how to improve my teaching and learn more about how to reach each student’s needs. I am sensitive to the various cultural traditions, so my lesson plans reflect this sensitivity. As I learn more about each student’s culture, I adjust lesson plans. I often include collaborative activities so students learn to work together and learn more about each other.

As their facilitator, I am mindful of the privileges I’ve had in my life. My intentional mindfulness informs my approach to those who have not experienced the same privileges, and I am mindful of the underrepresented students that enter my classroom. I make it a priority to approach each interaction with students as one where I am centered on advancing their learning and constructing a safe and inclusive environment.

I am committed to helping each student reach success. I believe in the potential of all students and want them to realize their own potential, so I allow freedom with the course content. I want students to connect to the curriculum in a way that speaks to them. So, although I have expectations for assignments, I also allow students to use their own perspectives and give them the freedom to present their learning in a variety of ways. Also, I include opportunities for group work where students work together to solve a problem. This approach helps to create a culturally aware classroom, and it prepares students for the workplace. The classroom should always feel like a safe environment where there is no place for prejudice or discrimination. I create this environment because I want to empower students to share their voice, so we can all learn from each other. 

I encourage students to take responsibility for their learning, and as their facilitator, encourage them to be reflective practitioners. Through the exposure to diverse readings, guest speakers, and assignments, I want students to open new pathways as they learn about themselves and add to their own philosophies and experiences. My lessons do not reflect just one cultural view. I make it a point to incorporate world views so that students are aware of various viewpoints. I invite diverse speakers so that students can meet an expert from another culture and be made more aware of others’ views.

By creating a safe, inclusive, and equitable environment, I believe that everyone should feel free to share opinions, suggestions, and feedback without fear of repercussion. Although creating this requires time and energy, it is the only way that students will feel heard, validated, and appreciated. I know that every student is unique, so the learning environment I create within my classroom allows each student to grow intellectually, emotionally, and socially. In my inclusive and equitable classroom, students can rely on me to support them in their endeavors. It is with a focus on my values of authenticity, inclusivity, and equity that I support and encourage students to reach their full potential.