Each classroom’s established attitudinal and behavioral parameters create climates of acceptance or rejection, where students will either be included or excluded because of or despite physical appearance, sexual orientation, academic ability, physical and/or mental disability, socioeconomic status, gender, religion, race, and ethnicity. A professor’s proficiency at creating a classroom climate that offers each student emotional, psychological, and physical safety and acceptance, plus appropriately differentiated instruction, is a critical factor in determining whether or not her/his students will succeed. Ignoring the essential role classroom climate plays in student learning leads to perilous pedagogy for professors and compromised academic achievement for students.
|Keywords:||Classroom Climate, Respect, Differentiated Instruction, Learning Communities of Tolerance, Teaching Tolerance, Diversity, Self-efficacy, Multicultural|
Assistant Professor, Education Department, University of New England, Biddeford, ME, USA
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