1. 1
MacGyver Biniak
Teacher Platform Essay
I believe that all students, no matter their race, ethnicity, socioeconomic status
or gender, must be treated equally.
The United States education system continues to show how diverse the nation
really is. Diversity is present in all classrooms and as a teacher it is important to
treat all students equally. In order to create a sense of equality within the
classroom, a teacher must be culturally responsive. This can be done by integrating
information about students’ cultural perspectives into the curriculum and classroom
(33). This practice helps to acknowledge, promote and accommodate diversity
within the classroom. Teachers who promote student diversity should also avoid
supporting one culture as dominant. This practice is known as cultural pluralism
(30). Promoting different cultures in a classroom will help students to understand
more about other classmates’ backgrounds. A culturally responsive teacher who
understands and believes in cultural pluralism will create a safe and fair
environment for all students by promoting equality.
Promoting cultural pluralism is one way to ensure that all students are treated
equally. Awareness of a student’s socioeconomic status (SES) must also be taken
into account when teaching a class. Different SES groups will be apparent within
each classroom and a teacher needs to understand that all students may not share the
same practices or values (19). Some students may value survival, entertainment, and
relationships while others may value academic learning. Rather than scolding a

2. 2
student based on their values, it is important for a teacher to appreciate differences
in a classroom and attempt to instill positive values for the entire class. Some
positive values to teach students include punctuality, honesty, self-discipline, and
obeying rules (86, 87). Teachers need to refrain from judging students based upon
their SES. Avoiding judgment while promoting positive values will help the teacher
to equally treat all students.
Students will also differ based on their gender and sexual orientation. Rather
than promoting gender roles, which treat students differently, a teacher should
avoid stereotyping and model sex-equitable behavior (19). A neutral vocabulary can
help ensure that no student is offended because of their religious affiliation, ethnic
identity, cultural background, or sexual orientation (170). Rather than addressing
students as “you guys” or “guys”, terms such as “everyone”, “boys and girls”,
“children”, and “students” are more appropriate. Being aware of student differences
is very important for all teachers. Teachers who promote cultural pluralism, have an
awareness of different SES groups and avoid stereotyping gender roles will promote
equality in the classroom and help create a more embracing school environment.
I believe that a teacher needs to utilize all forms of communication in order to
create a successful working environment.
Communicating is essential for a teacher to convey information to their
students. “Effective communication is at the heart of effective instruction” (167).
Due to this, teachers must utilize oral, written, visual and nonverbal forms of
communication. Utilizing all four forms of communication will help students to
utilize different senses in the classroom. Oral communication allows for a clear

3. 3
message to be presented to the classroom. Teachers’ voices are one of the most
important tools in the classroom and utilizing voice manipulation is one way to
effectively and efficiently communicate with students (168). This practice takes
time but the ability to control the volume, pitch, and inflection of your voice will
allow students to clearly understand messages that are being presented (168). When
communicating with students orally, appropriate language must be used. Teachers
should use formal and age-appropriate language and refrain from using slang terms
(170). Orally presenting information is especially important for students who learn
best by hearing things (auditory learners) (60).
Written communication allows for students to read the verbal messages
presented. Written communication can occur on many surfaces including
chalkboards, white boards, projector screens, computer monitors, and on handouts
(171). This form of communication requires students to decode written messages.
This form of communication forces the student to use their sense of sight to read a
message. Visual communication is another effective way to communicate with
students. This form presents information through graphs, charts, pictures, drawings,
and other visuals (171). Written and visual communication are especially important
for spatial-visual learners who benefit most from visual aids (60).
Teachers also need to utilize nonverbal communication in the classroom.
Teachers need to understand that nonverbal communications are culturally defined
so students may have different understandings of nonverbal communication. Some
misunderstood nonverbal communications include personal and physical space,
physical contact, eye contact, and the use of gestures (26). An effective teacher will

4. 4
define how they will use these communication tools early in the school year. This
will help students to better understand how a teacher is looking to communicate
throughout the year. A teacher who utilizes all four forms of communication (oral,
written, visual, and nonverbal) is effective because it plays to a classrooms
strengths and weaknesses while forcing students to utilize multiple senses.
I believe that a teacher has many responsibilities to address prior to the first
day of class if they want a successful school year.
In order to have a successful school year, a teacher has many responsibilities
to address prior to the first day of school. Besides designing a curriculum with
appropriate lesson plans and appropriate resources, teachers need to analyze their
new students, determine adaptions for disabled and gifted/talented (G/T) students,
and create an appropriate classroom environment. Addressing all of these before the
school year begins will help teachers to effectively plan out their year.
Once students are assigned classes, the teacher needs to do their research on
their student. Determining students’ learning abilities allows the teacher to
understand if any students are gifted, talented, or disabled. Understanding that a
student is disabled helps a teacher to determine if the student has an individualized
education program (IEP) (44). Understanding that a student has an IEP will
jumpstart a teacher to determine adaptions and extensions to create the least
restrictive environment for a student (38). After determining learning abilities, a
teacher should do research on their student's cultures and ethnicities. Finding this
information will allow a culturally responsive teacher to plan multicultural
education opportunities throughout the year (30). After determining student abilities

5. 5
and ethnicities, a teacher can create a curriculum with appropriate lesson plans that
include learning activities, adaptions, and multicultural education opportunities.
After creating lesson plans, a teacher needs to establish the appropriate
classroom environment. A teacher should consider the learning activities they will
utilize when creating the classroom environment (97). The physical arrangement,
the classroom rules and policies, and the organizational tasks must be established in
order to create an appropriate learning environment. Taking these steps prior to a
student entering the classroom will help a teacher to be more prepared for the
school year. Being prepared when starting the school year will help a teacher to
effectively plan exactly how they would like to have the classroom operate.
I believe that a successful teacher has multiple skills to manage misbehavior
and conflict within a classroom.
While a lesson plan can help structure a class, students will not always
cooperate and conflicts could occur. Since teachers do not know when these
conflicts will occur, it is important for teachers to have effective conflict resolution
skills so they can quickly resolve the issue. Being clear, firm, and calm when
correcting behavior is one way that teachers can discourage misbehavior in the
classroom (120). Teachers should notice and respond to inappropriate behaviors as
soon as they happen. When students misbehave constantly, a teacher should identify
the potential stimuli that provoke this misbehavior (121). These skills are essential
for teachers who want to effectively manage misbehaving students in the classroom.

6. 6
While these practices are effective in managing behavior in a classroom, one
of the most effective ways to resolving conflict is the CLERS procedure. When
confronted with conflict, a teacher must first check their own attitude and make
sure they are calm and even-tempered. Using a calm, objective, and analytical tone
can help to manage a conflict (176). A teacher must then lower students’ stress
levels. Reminders to lower their voices and breathe deeply while taking multiple
breaks will help lower stress levels. Ground rules must also be established in order
to manage the conflict. This helps create a process that is fair for all students (176).
Restating and rephrasing student positions comes next, and is followed by
suggesting solutions. Utilizing these steps can help parties involved to reach
effective compromises and prevent further conflicts from occurring.
Preventing further conflict can be done by implementing restorative justice
circles. This practice has been utilized by teachers in the Recovery School District
of New Orleans. These circles have students “talk about the root of the problem”
and why they act in ways that could get them suspended. Communication occurs
between students, teachers, and counselors (Belway, 5). All parties listen
respectfully, develop a plan confronting the issue then sign a contract with the plan
in mind. Teachers understand where the students are coming from and students are
more disciplined as a result (Belway, 6). Those involved find new information
about each other and students see lots of positive from these meetings (Belway, 7).
This practice, along with the CLERS procedure and other conflict skills can help
teachers to better manage the classroom, especially when conflict occurs.

7. 7
References
Belway, S. (2010, November 30). Access Denied: New Orleans Students and
Parents Identify Barriers to Public Education. Retrieved April 20, 2016,
from https://www.splcenter.org/20101201/access-denied- new-orleans
-students-and-parents- identify-barriers-public-education
Ryan, K., Cooper, J. M., & Tauer, S. (2013). Teaching for Student Learning:
Becoming a Master Teacher (2nd ed.). Belmont, CA: Wadsworth Cengage
Learning.