Task 1: Creating a Supportive Learning Environment
MS Curriculum and Instruction
Western Governors University
Learner Expectations
To create and develop a culturally responsive environment that fosters learner
expectations, I will set high academic and behavioral standards while ensuring these expectations
are equitable and inclusive of diverse cultural backgrounds.
On the first day of school, I will collaborate with students to establish classroom rules, likes, and
dislikes, creating clear expectations for the year. Students will sign their names on an anchor
chart to take ownership of these expectations, reinforcing their commitment and accountability.
According to Gay (2010), involving students in the process of setting expectations cultivates a
sense of ownership, accountability, and mutual respect. Geneva Gay emphasizes that culturally
responsive educators create learning environments that acknowledge and honor students' cultural
backgrounds, leading to higher engagement and academic success.
This approach will not only instill a sense of responsibility in students but also help them
appreciate the diversity within the classroom. It will encourage respect, tolerance, and open
dialogue, ensuring that all students feel safe expressing their thoughts and experiences.
Emotional Safety
, I believe that creating an emotionally safe classroom starts with teachers building strong,
trusting relationships with their students. This is achieved through showing empathy, recognizing
and honoring their cultural backgrounds, and offering consistent support without judgment. In
my classroom, I make it a priority to ensure that my students feel comfortable and safe, knowing
that they will be accepted for who they are, regardless of their gender, race, or background. By
MS Curriculum and Instruction
Western Governors University
Learner Expectations
To create and develop a culturally responsive environment that fosters learner
expectations, I will set high academic and behavioral standards while ensuring these expectations
are equitable and inclusive of diverse cultural backgrounds.
On the first day of school, I will collaborate with students to establish classroom rules, likes, and
dislikes, creating clear expectations for the year. Students will sign their names on an anchor
chart to take ownership of these expectations, reinforcing their commitment and accountability.
According to Gay (2010), involving students in the process of setting expectations cultivates a
sense of ownership, accountability, and mutual respect. Geneva Gay emphasizes that culturally
responsive educators create learning environments that acknowledge and honor students' cultural
backgrounds, leading to higher engagement and academic success.
This approach will not only instill a sense of responsibility in students but also help them
appreciate the diversity within the classroom. It will encourage respect, tolerance, and open
dialogue, ensuring that all students feel safe expressing their thoughts and experiences.
Emotional Safety
, I believe that creating an emotionally safe classroom starts with teachers building strong,
trusting relationships with their students. This is achieved through showing empathy, recognizing
and honoring their cultural backgrounds, and offering consistent support without judgment. In
my classroom, I make it a priority to ensure that my students feel comfortable and safe, knowing
that they will be accepted for who they are, regardless of their gender, race, or background. By
