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Critical reflection

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Inclusive strength-based tasks and environments that reflect “students cultural backgrounds, needs and abilities” are extremely important toward developing positive learning experiences and capabilities within students (Turville, 2013; Victorian State Government Education and Training, 2018 p.16). Equally important in regards to students gaining success within the classroom is the ability for the educator to build quality relationships whilst understanding that each student has a unique disposition and preferred learning style or intelligence; learning styles such as having a preference for kinesthetics exploration ( Kise, 2007; Gardner as cited in Hoerr, 2010, Victorian State Government Education and Training, 2018).   However, the needs and strengths of many students  have been overlooked within learning environments because educators do not know enough about their student’s cultural backgrounds and prior experiences (Bowes, Watson & Pearson, 2010). Take for example Aboriginal, Torres Strait Islanders and refugee students who come from diverse linguistic cultural and socioeconomic backgrounds. This group of students may be at great risk developing low self-esteem, well-being, and identity due to ongoing generational trauma and disempowerment experienced directly or indirectly, and as result learning may be severely affected (Australian Institute of Family Studies, 2013).  Despite this, an educator can influence the development of a strong identity in students so that they remain or become motivated learners and develop capabilities that enable them to live successful and meaningful lives (Katz, 2003; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). They can do this by getting to know students and their families and demonstrating a genuine interest in them because this relationship in addition to developing a trustful relationship will help them understand the virtual schoolbag of strengths and knowledge that the student has acquired in a family and community context (Bowes, Watson & Pearson, 2010). Teachers may also become more aware of past and present cultural practices including aboriginal perspectives toward learning. They can then include in the curriculum different cultural perspectives such as connection to country which may be obtained best when students can explore their world and the things within via kinaesthetic hands-on activities and meaningful experiences   (Australian Institute of Health and Welfare, 2016; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008; 8 ways, 2020).

Following are examples of how I have met the standards of 1.3 and 1.4 in the way I have developed relationships with my students so I know them well. This has enabled me to implement strength-based, culturally inclusive teaching strategies and activities that may help them develop a strong sense of identity and learning success.

Please follow link below:

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