Program Goal 4

Graduate students will create equitable learning environments for all

learners
To me, creating an equitable learning environment for all learners
means knowing and understanding who my learners are, and what
their needs are, and then creating a learning situation that
acknowledges that understanding. There is an awareness aspect, but
also an action aspect where you use that information to help your
learner. Most of the research uses equitable learning environments
and multicultural learning environments synonymously with each
other. I feel like this can be confusing. I see equitable learning
environment acknowledging and accounting for learners different
gender identity, racial identity, class identity, etc. and their learning
needs. Willamson (1993) defines equity as, creating a supportive
atmosphere where students have the opportunity for successful
participation and exposure to instruction regardless of gender, race,
ethnicity, religion, sexual orientation, social class, or motor ability.
Garcia (2004) goes a bit deeper in specifically discussing equitable
learning environments as they relate to low-income and
culturally/linguistically diverse (CLD) students. She also discusses the
problem with deficit thinking, and the teachers unwillingness to view
themselves as part of the problem, which leads to the same instruction
that further marginalizes these students, which leads to low
performance from these students, which leads the reinforcement of the

deficit beliefs. The cycle continues until there is acknowledgement and

action to change. It is important to continue to be actively reflective
and mindful of your teaching in order to ensure you are giving your
students the best environment possible for their learning success and
for the deconstruction of deficit thinking.
For this program goal, I chose my lesson seven and lesson eight
write-ups for my TSL 560 class. In these lesson write-ups, I reflect on
the previous lessons and discuss my plans moving forward. From the
start of this class, I wanted to make sure I created an equitable
learning environment for these English language learners. I wanted to
make sure I created a space where they would feel comfortable and be
able to learn. In the lesson seven write-up, one of my learners had
taken over the lesson and changed my whole plan for the day. What
struck me is that she was feeling like she was unable to verbalize her
thoughts. I had not even considered that an issue, because I have
always had the ability to verbalize my thoughts and feelings. I went in
with a lesson plan on comma usage, but she was more concerned with
her ability to verbally express her ideas and thoughts rather than
grammar that only affected her writing. I had never considered this an
issue until I worked with English language learners. I stayed reflective
and quickly changed the lesson in response to my learners diverse
needs. If I had continued with my original lesson, I would have risked
marginalizing the needs of my learners. In the lesson eight write-up,

the same learner took control of the lesson again. I was quick to
change my lesson plan to meet her needs for the day, but what I really
took note of was the fact that this learner did not start off so assertive.
Through working together, we had created a supportive atmosphere
where she had the opportunity for successful participation, and took
that opportunity in order to become an agent in her own learning.
References
Garca, S. B., & Guerra, P. L. (2004). Deconstructing Deficit Thinking:
Working with Educators to Create More Equitable Learning
Environments. Education and Urban Society, 36(2), 150-168.
Williamson, K. M. (1993). Is Your Inequity Showing? Ideas and
Strategies for Creating a More Equitable Learning Environment.
Journal of Physical Education, Recreation & Dance, 64(8), 15-23.