Assignment task:
Respond to at least two of your peers' posts. Create an atmosphere where feedback is reviewed as a tool for growth, and each participant feels valued and supported in their journey toward fostering identity-safe spaces. As you engage with your peers, you are encouraged to respond to the following:
1) Offer constructive feedback to your peers.
2) Highlight strengths in their approaches and provide supportive suggestions for improvement.
3) Suggest ways they can further enhance their approaches or explore additional strategies to foster identity safety.
Discussion 1 (Megan):
Scenario 2 asks about our personal lives and how we engage with communities outside of our professional roles.
How do you navigate conversations and interactions related to identity, both within your close circles and in broader social settings?
When it comes to conversations regarding identity in my personal and professional life, I have learned that one of the best ways to develop an understanding of a person's needs is to listen when they talk about who they are as people. In my current professional job, there is one adult staff member who identifies as non-binary with they/them pronouns. There are people at work who struggle with this concept of using the pronouns and others who have flat out said that they don't care about what that means so they won't be using them. I do my best to respectful and understand that navigating the world can be difficult if you are even remotely different. By being supportive of their requests and some of my prior experiences with nonbinary individuals I have met through working in the haunted house and theater allowed for me to be open minded and willing to help be a safe person for people to open up and develop relationships. I do my best to be positive for others and provide advice when they ask for it. The text talked about how people who identify as being diverse in their sexuality and gender needing people who are willing to accept them for who they are (Krauss, 2023). I feel like I would want someone to do this for my child or family member, so I do my best to do this for others.
After reviewing the characteristics of an identity-safe person, assess your behavior and communication style in personal spaces.
When it comes to my behavior and communication style with personal spaces as far as being a identity safe person, I feel that I do try to incorporate a lot of the characteristics that the text talks about. A big part of these characteristics looks for the person to be able to take in the information from the world around them by listening to what is needed, evaluate how to make their needs possible and ask questions as needed to provide myself and their peers with feedback about how they person feels while understanding that depending on what the person has been through, it can shape their needs to be all of the place. The person could need personal space to get work done but have a huge desire to congregate with others to calm their inner storm. By being empathetic while being contextually open as their process progresses. Provide time for answering quandaries and be willing to say yes as open-minded person in their life.
Are there areas for growth or improvement in fostering identity safety?
I feel that there is always room for improvement. I can take the time to add more representative materials in the classroom. I can also ask questions to get people thinking, while listening when they need it so that they can feel like the classroom environment is a safe space for them. I also could use any additional trainings and reading material to increase the knowledge I have in hand.
References:
Krauss, S.M., & Herrera, M.S. (2023). Whole child, whole life: 10 ways to help kids live, learn, and thrive. Corwin Press.
Respond to at least two of your peers' posts. Create an atmosphere where feedback is reviewed as a tool for growth, and each participant feels valued and supported in their journey toward fostering identity-safe spaces. As you engage with your peers, you are encouraged to respond to the following:
1) Offer constructive feedback to your peers.
2) Highlight strengths in their approaches and provide supportive suggestions for improvement.
3) Suggest ways they can further enhance their approaches or explore additional strategies to foster identity safety.
Discussion 2 (Savannah):
In response to Scenario 1:
As a teacher, I believe that creating an identity-safe environment is foundational to helping students academically and emotionally thrive. In my classroom, I foster a space where students feel accepted for who they are, regardless of their background or identity. For example, I've worked hard to make sure our classroom is a place that celebrates diversity. I have a library filled with books that reflect a variety of cultural, racial, and gender experiences, and I incorporate activities that encourage students to share their own unique identities, whether it's through writing assignments, art projects, or simply sharing during class discussions. One of my favorite moments this year was when we had a "cultural sharing day," and students brought in items, stories, or traditions from their families. It not only helped students appreciate each other's differences, but it also made them feel proud of their own identity.
However, I also recognize that creating an identity-safe space is an ongoing process. After reading the Learning Policy Institute's report on Creating Identity-Safe Schools and Classrooms, I reflected on my current practices and realized that there are areas where I can do more. While I celebrate diversity in my classroom, I think I could be more intentional about addressing the implicit biases that may exist, both in myself and in my students. I want to create a space where students feel safe to explore and discuss complex topics around race, gender, and culture without fear of judgment. One idea I'm considering is incorporating more structured conversations about identity into our morning meetings or weekly discussions. By giving students a chance to talk openly about their experiences with identity in a safe environment, I believe I can help them feel more comfortable and confident in expressing themselves.
Another area for growth is ensuring that my classroom practices are equitable for all students, regardless of their background. While I aim to treat all students fairly, I've realized that certain students may need additional support to feel fully included and valued. For example, students from marginalized communities might feel invisible or overlooked in certain situations, and I want to be more mindful of how I can create opportunities for them to shine. This could mean giving more personalized attention, adapting lessons to reflect their experiences, or simply being more conscious of how I speak and interact with them in subtle ways. By continuously checking my own biases and seeking professional development opportunities, I believe I can better support all my students and make sure they feel valued.
In terms of my own growth, I think a big part of creating an identity-safe space starts with me. I need to be constantly reflecting on my own biases and assumptions and actively working to break them down. I've started attending more workshops and trainings on diversity, equity, and inclusion, and I've found that they've opened my eyes to some of the more subtle ways bias can show up, even when we have good intentions. Moving forward, I plan to continue seeking out these opportunities for learning and growth, because I know that creating a truly inclusive space takes continuous effort and reflection.