Methodological explanation

The first section focuses on the theoretical presentation of the topic, while in the second there is a slight shift from theory to practice. Links are provided to two short introductory lectures that focus on building a “belonging classroom” as well as on the power of relationships in schools. Both of these videos introduce the issue of school belonging and present ways to create a safe, supportive and positive school environment. The third part focuses on teaching methods and the ethical approach. The teaching methods proposed in this e-module are presented in detail, along with the ethical standards that should be followed during the proposed exercises. It also offers guidance on how to create an inclusive environment as well as what to look for and what to monitor and encourage in students in creating this environment. The fourth section introduces the concept of the exercises as well as the tasks and questions related to the concept.

There are four exercises in the e-module:

1. Developing positive social and interethnic relations in classrooms 
2. The teacher’s approach to pace-based seating arrangements
3. Teaching and learning in mixed classes 
4. Differences among the children in terms of groups The projected time for the completion of each exercise is provided. The objective of the particular exercise, the methods, instructions for the teacher, introductions to the exercise for students as well as questions to elicit student reflections are presented.

Tips for teachers regarding how to work with this e-module

The theoretical presentation of the topic and teaching methods should be read by the teacher carefully, followed by the concept of the tasks and exercises. The additional references should also be looked at in order for the teacher to be prepared to answer student questions related to the concept. Finally, teachers should familarize themeslves with the teaching methods proposed in this e-module as well as the ethical standards that should be followed during the exercises.  

Teaching methods proposed in this module

• discussion (Exercise 1, 2, 3, 4)
• case study (Exercise 1, 4)
• teamwork (Exercise 1, 2, 3) 
• individual work (Exercise 1, 2, 3, 4)
• writing (Exercise 1, 2, 3, 4)
• critical analysis of the text (Exercise 1, 2, 3, 4)

Tips for teachers:

Building an inclusive environment Within the activities in this e-module, we can create an inclusive environment, i.e. one that is tolerant, supportive, respectful as well as open to all students and all views. There are many strategies by which this aim can be achieved (see Middleton & Kay 2020, Douglas & Kennett 2019). It is important to support five essential core elements that allow inclusion to flourish: relationships, shared experiences, advocacy, a sense of identity, and transparency (McMaster 2014). It is also essential that a school community recognizes the uniqueness of each student and helps all actors of education to work together to assist each student in reaching their full potential (Kendall 2019). The focus is on education for all students by which all students have access to learning without discrimination. Specifically, we should strive to achieve the following goals:

• Create an environment for respectful, polite, and constructive discussion. Ask the students to help you set the rules of the such discussion.
• Respect a multiplicity of voices and perspectives.
• Allow everyone the chance to speak.
• Avoid blame language.
• Respect each participant’s environment and cultural values.

Furthermore, according to Stephen Brookfield (2005), educators should try through the exercises to encourage discussions that will bring the following benefits: 

• Help students explore a diversity of perspectives
• Increase student’s awareness of and tolerance for ambiguity or complexity
• Help students recognize and investigate their assumptions
• Encourage attentive, respectful listening
• Develop a new appreciation for continuing differences
• Helps students become connected to a theme
• Show respect for students’ voices and experiences
• Help students learn the processes and abilities of democratic discourse
• Develop the capacity for the clear communication of ideas and meaning
• Develop habits of collaborative learning
• Increase the breadth of ideas and help students to develop empathy for others

The ethical approach

The topics addressed in this e-module are sensitive and may be difficult for some students to discuss. It is not easy, for example, for high school students to discuss educational, social, and / or cultural differences, or school belonging. For this reason, great attention needs to be devoted to ethics. Before starting the exercise, you should try your best to adhere to the following ethical standards regarding the protection of the privacy and the integrity of those with whom you work in your class: awareness, anonymity, responsibility, openness, sincerity, fairness, credibility of information obtained, protection of confidential communication.

There is no simple or precise guide on how to comply with these ethical standards and apply them in practice, and teachers will have different approaches to different students. It is recommended that these ethical standards are introduced to students and they should be asked point by point whether and how they understand them. Where the teacher senses reticence, uncertainty or confusion among students, it is a good idea to describe the ethical standards in more detail. For example, for the protection of confidential communication, the educator might emphasize that all information between teacher and student is confidential. The information revealed will be treated sensitively and guarded not only during the exercise but also after it is over. In particular, the protection of the participants’ privacy, safety, and confidentiality should be emphasized. Further support and recommendations can be found in the cited scholarly literature, e.g. see Tolich & Tumilty 2021; Branson & Gross 2014; Brooks et al. 2014; Wiles 2012; Richards et al. 2015; Alderson & Morrow 2011.