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Module 2: Welcoming and Affirming Learning Environments

The first principle in the NYSED CRSE framework is a “Welcoming and Affirming Environment.” A welcoming and affirming environment feels safe. It is a space where people can find themselves represented and reflected, and where they understand that all people are treated with respect and dignity.

The environment ensures all cultural identities (i.e. race, ethnicity, age, gender, sexual orientation, disability, language, religion, socioeconomic background) are affirmed, valued, and used as vehicles for teaching and learning.

Modes of Learning

This module was designed as a toolkit where participants complete the first immersive scenario, make choices on activities based on the topic, and complete the reflection that ends the module. Within many of the choice activities, there are opportunities for participants to engage individually, in pairs or small groups, and in a whole-group setting. There are directions on each activity for participants or for facilitators.

Activities within the toolkit can be used electronically, or printed for use individually or in a group setting. Each activity has an estimated time frame included. The main presentation is provided in two formats, Powerpoint or Google Slides (the content of each is the same).

Facilitator’s Guide: Welcoming and Affirming Environments

Learning Objectives

Use the links provided below to skip to any section of this module.

  • The Voice of Your Classroom: Design a physical and virtual learning environment that presents a welcoming and affirming message.
  • A Community of Learners: Implement norms, protocols, and achievable expectations for individual success and mutual support, whether students are learning in school or at home.
  • A Family Gathering: Honor and leverage parents/caregivers as powerful partners in developing a welcoming and affirming environment for learning in school and at home.
  • Failing Forward Is What Matters: Establish structures and strategies that allow students to take learning risks without fear of failure, seeing failure as a step in the learning process.
    Teachers will learn the difference between equity and equality.

Materials

Introduction

The Voice of Your Classroom

Design a physical and virtual learning environment that presents a welcoming and affirming message.

  • The Danger of A Single Story: To identify ways in which our learning environments can curate a single story of our learners. This activity includes a video, reflection questions, and a collaborative activity. 
  • Reality Pedagogy: To create a remote/hybrid learning environment that affirms and values students by creating partnerships within the class. This activity includes a video, reflection questions, and a design activity.
  • Using Inclusive Virtual Backgrounds to Design Affirming and Welcoming Learning Environments: To design digital spaces that promote an affirming and welcoming environment by fostering a sense of community with the images you include. This activity includes an e-text, reflection questions, and a design activity. 

A Community of Learners

Implement norms, protocols, and achievable expectations for individual success and mutual support, whether students are learning in school or at home.

  • Building a Belonging Classroom: To synthesize strategies for creating a remote/hybrid classroom where all learners know they belong. This activity includes a video, reflection questions, and a design activity.
  • Introverted or Extroverted Energy Seekers: To identify students, and yourself, as those who seek energy internally (through their inner thoughts) or externally (by interacting with people) and to design appropriate collaborative protocols. This activity includes an e-text, reflection questions, and a design activity.
  • Implementing a Great Hybrid-Learner Rubric: To design and implement a work-habits and behavioral rubric that sets, models, and reinforces classroom expectations. This activity includes a resource, reflection questions, and a design activity.
  • Signaling Intent in a Remote or Hybrid Discussion: To generate ways for students to engage in discussion in a remote/hybrid learning environment. This activity includes a resource, reflection questions, and a collaborative activity.
  • Establishing Norms and Protocols in Remote/Hybrid Learning: To establish mutually agreed-upon norms and protocols that will encourage students to act out of a sense of personal responsibility. This activity includes a resource, reflection questions, and a design activity.

A Family Gathering

Honor and leverage parents/caregivers as powerful partners in developing a welcoming and affirming environment for learning in school and at home.

  • CRSE Family Engagement Strategies: To provide structures and strategies that promote family engagement in remote/hybrid learning environments. This activity includes a video, reflection questions, and a collaborative activity.
  • Developing a Home-Based Learning Environment: To investigate a few different websites related to tips for home-based learning strategies to share with parents/caregivers. This activity includes website exploration, reflection questions, and a design activity.

Failing Forward is What Matters

Establish structures and strategies that allow students to take learning risks without fear of failure, seeing failure as a step in the learning process.

  • Strength-Based Thinking in Remote and Hybrid Environments: To leverage strength-based thinking in remote/hybrid learning environments to affirm and celebrate the diverse experiences and perspectives in your community of learners. This activity includes a video, reflection questions, a design activity, and a collaborative activity.
  • Utilizing Restorative Justice Strategies: To explore and brainstorm ways to integrate restorative justice practices into your learning environment. This activity includes website exploration, reflection questions, and a design activity.

Conclusion

Contact

If you have questions or are unable to access any of these materials, contact:

April Francis-Taylor (she/her/hers)

P: 631-687-3007