A learning environment where everyone feels "at home"

Consciously we teach what we know, unconsciously we teach who we are. (Don E. Hamachek)    

• Your own background, norms, values, beliefs, and privileges will help determine the lenses through which you look, the content you select and the ways in which you share your knowledge. A transparent positionality acknowledges that knowledge production is not a neutral process, and that other perspectives exist. This recognises that students may have different frames of reference and that a lecturer’s perspective is not the norm for all.   

• "I am not the 'expert', I am also learning-by-doing" (Esther Van Zimmeren): Indicate that mistakes are embraced, as a lecturer and as a student. Inclusion requires the lecturer to become aware and to self-reflect. The learning environment should be a place for growth where students and lecturers are empowered by learning.  

• Introduce yourself in your first class. Provide an icebreaker and introduce the students to each other.   
  
• You can create a bond with your students by (occasionally) sharing something personal about yourself.   
• "Students are also a source of knowledge", "Each one teaches one" (Marion Wasserbauer): You can achieve this through co-creation and by seeing students as competent participants who can make valuable contributions to the learning environment through their experiences, perspectives and questions. It is important that students take control of their own learning process so that, for example, they can co-direct teaching-learning activities. This also validates students' experiences and identities and builds their confidence in learning. Underrepresented students in particular benefit from this as they tend to feel less validated.   
• Start with a positive mindset: assume that your students are motivated, committed and that they have good intentions.  
• ​Inclusive communication
• Try to provide a listening ear as much as possible for students who need it and refer them to existing support channels in a timely manner.   
• "Students appreciate being heard." (Marion Wasserbauer) Asking for feedback from students also reduces the distance between you and your students. 

• Introduction to the 'Ouch/Oops' method (The New College Classroom): This method acknowledges hurtful statements in a simple way, without having to interrupt the class or the ongoing conversation. The student who was subjected to a hurtful statement or gesture, says 'Ouch' and the other party who made the statement or gesture, says 'Oops'. Afterwards, there is an opportunity to revisit the incident; not to point fingers, but to learn from it. 

• Open the dialogue 

• Include the silent and neutral students: Move the conversation away from the two extremes and give space to the often more moderate opinions by asking questions such as "Is there anyone with a different point of view?" 

• Address your students: You may want to address a student if they make comments that are unacceptable.  

• Revisit the topic at a different time: If you are not immediately sure how to respond or if you do not have time for an in-depth discussion, you can tell the student that you will come back to the issue after the class or at another time. This gives you a chance to start a conversation with the student. It also signals that you are invested.  

• ​Further support: If students were offended by something that was discussed, you can speak to them separately after class and inform them where and how they can receive support. 

For example, letting each other speak, respecting silence, understanding other points of view, etc. Find more inspiration on how to work towards a positive learning environment in ECHO's teaching tip 'Positive vibration, yeah! A Positive Classroom Climate'(2020) and in the'Anti-oppression toolkit. A facilitator's guide'​

• You can foster a sense of community among your students by enabling short moments of interaction into your lessons, creating a cooperative atmosphere among students and establishing up peer support systems.   
  

• You can also set up peer support systems, e.g. mentoring, tutoring, buddy system, peer coaching, etc., so that students can meet and help one another.   

Ask the entire class what you want to know, instead of singling out a specific student. A student with a visible trait from a particular community will never represent that entire community. In this way, you also avoid making the student feel that their identity is reduced to one specific aspect, which may negatively affect their sense of belonging.

• Include a small content note/warning at the beginning of your classes if the content of the class deals with sensitive issues. (Marion Wasserbauer)
• Allow enough time and space to discuss these sensitive issues.   

• A safe learning environment avoids identity-threatening remarks that could result in microaggressions. Respond appropriately if they do occur and pay attention to both the speaker (who is often unaware of the wrongdoing) and the person they offend. 
  
• You can introduce the 'Ouch/Oops' method (The New College Classroom)   

Ask your students to answer the following questions (anonymously) at the end of the class (e.g. poll everywhere, wooclap, whiteboard, post-its, ...):   

• How do you feel?  

• Do you feel a sense of belonging and do you feel that your opinion is valued?   

• Were there times during the class when you felt uncomfortable?    

• How did you contribute to a safe learning environment for everyone?