How we teach

Developing Learning Environments - How We Teach

Welcome to the section on developing learning environments. At university, the quality of education relies heavily on the design and development of effective learning environments that cater to the needs of the students. As such, it is essential to ensure that the curricula being developed and reviewed are focused on creating an environment that facilitates and encourages student learning.

In this section, we will explore the different aspects of developing learning environments and how they can be optimised to enhance the quality of education.

When developing the learning environment to support decolonising the curriculum, consideration should be given to:

• Remember that some skills that we might assume everyone possesses or feels confident in using (such as asking questions in class or working in groups) might not be in a particular student's comfort zone. To address this issue, consider building in time and space to explicitly build skills such as effective questioning, collaborative group working, active listening, critical thinking and other relevant skills. Break down these skills into practical steps, provide examples, and offer opportunities for guided practice.
• How your teaching practices may racialise students, or be racist. For example, Racial Stereotyping in Classroom Discussions: If a teacher calls on racialized students primarily to speak about topics related to their race or ethnicity, it can create a burden on them to represent their entire racial or ethnic group. This may lead to tokenism and reinforce stereotypes.
• Scaffolding conversations on race, and ensuring classroom discussion is respectful and inclusive by, for example, adding in a statement of inclusivity to your course guide.
• The ways in which students are supported to give feedback on their experiences in the classroom, and be heard. For some excellent example of approaches to gathering feedback on teaching (Feedback on Teaching - Yale Poorvu Center for Teaching and Learning and How do I get feedback from learners? - University of Aberdeen ).
• The use of humour in the classroom can be a powerful tool for engaging students and fostering a positive learning environment. However, it is essential to recognise that humour has the potential to unintentionally exclude or marginalise certain students, particularly those who may not share the same cultural background as the teacher or their peers. To avoid such issues, we should be mindful of the following aspects:
• Cultural Sensitivity: Humour often relies on cultural references, wordplay, or specific contexts that may not be universally understood. Teachers should be sensitive to the diverse cultural backgrounds of their students and avoid jokes that might only resonate with a subset of the class.
• Inclusive Humour: When using humour, aim for jokes that are inclusive and can be appreciated by students from different cultural backgrounds. Humour that is based on shared human experiences or universal themes is more likely to be enjoyed by all students.
• Avoiding Targeting Characteristics: Humour should never target or ridicule students' characteristics, including race, ethnicity, gender, religion, or any other personal attributes. Using such humour can be hurtful and create a hostile learning environment.
• Personal Boundaries: Be mindful of individual students' sensitivities and boundaries. What may be amusing to one student could be offensive or uncomfortable for another.
• Addressing Harmful Humour: If a joke or humorous comment goes awry and causes offense, take the opportunity to address the issue openly. Acknowledge the impact, express regret if necessary, and use it as a teachable moment to discuss cultural sensitivity and the importance of respecting one another.
• Consciously identifying any personal biases, positions, and prejudices, for example in relation to your views on the 'native speaker'.

Remember that confronting racism and prejudice requires ongoing effort and a commitment to creating an inclusive and equitable learning environment. By modeling appropriate responses and promoting open conversations, educators can help their students develop empathy, critical thinking, and respect for one another's diverse backgrounds and experiences.

Responding to racism and other forms of prejudice within classroom conversations

Additional resources

Some additional reading that you might find useful:

• ARC (Anti-Racist Curriculum) Project narrative story experience
• Inclusive Classroom Climate - Yale Poorvu Center for Teaching and Learning