Teaching Quality Standard #4

A teacher establishes, promotes and sustains inclusive learning environments where

diversity is embraced and every student is welcomed, cared for, respected and safe.
Achievement of this competency is demonstrated by indicators such as:
(a) fostering in the school community equality and respect with regard to rights as
provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and
Freedoms;
(b) using appropriate universal and targeted strategies and supports to address students’
strengths, learning challenges and areas for growth;
(c) communicating a philosophy of education affirming that every student can learn and
be successful;
(d) being aware of and facilitating responses to the emotional and mental health needs of
students;
(e) recognizing and responding to specific learning needs of individual or small groups of
students and, when needed, collaborating with service providers and other specialists to design
and provide targeted and specialized supports to enable achievement of the learning outcomes;
(f) employing classroom management strategies that promote positive, engaging learning
environments;
(g) incorporating students’ personal and cultural strengths into teaching and learning; and
(h) providing opportunities for student leadership.

Students require a classroom where they can thrive and grow to reach their full potential
both through learning and developing social skills. We must create an inclusive learning
environment so students are willing to take risks and actually enjoy the learning experience. If
students are uncomfortable or feel unwelcome in the school setting they are going to avoid
school, ‘shutdown’ more easily, and generally be more irritable and less willing to work. As a
teacher it is our duty to create the kind of classroom where every student feels welcome and that
they are a part of the community. Students who are comfortable and willing to take risks will
have their understanding acknowledged, boosting confidence, and areas of misunderstanding
corrected, developing opportunities for learning. I try to encourage students to put themselves
out there in the classroom and that we will all be here to support them no matter their success or
failure. When students ask questions it allows me to better understand what I need to be teaching
or doing differently as if one student has the question chances are more students have the same
one.
Teachers can create an inclusive environment by holding themselves as well as the
students to a high standard of behaviour. They must demonstrate to the students how to respect
and encourage one another while preventing early on and acts or behaviours that might harm the
inclusiveness of the classroom. Developing a classroom where all are welcome requires knowing
your students and the culture of their community connecting us back to TQS #1 demonstrating
the need for teachers to be well rounded and work towards accomplishing all goals
simultaneously to provide the best environment and success for the students.
The small rural school I am currently in works really hard to develop an inclusive
environment. They are fortunate enough that the students know each other well, from being in
the same classes year after year. It provides the students an understanding of each others skills
and what there classmates need. I have been extremely impressed with how students interact
with each other and I believe it is a strong reflection of how the teachers have worked to create
inclusivity throughout the school.