Title: How can teacher identity affect the classroom environment?
Headings: How can teacher identity affect the classroom environment?
How can teacher identity affect the classroom environment?
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Learner not as a recipient of disciplinary knowledge, but an agent in the knowledge-making process.
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Content: This, in turn, separates them from the experiences of their non-majority students. While they may be well-intentioned, compassionate and caring, they may not appreciate or understand the diverse situations that their students come from. Students, in turn, may perceive that the teacher does not understand or care about their situation; ethnoculturally, socioeconomically, geopolitically or spiritually. The teacher, in an effort to address the needs of all students, may end up addressing the needs of none as they continue to teach from a dominant social position. If the teacher is not of the majority, then other situations may arise. Is the teacher attempting to present the mainstream position or are they addressing the individualistic needs of their students. Are they aware of their own unique identity to the point that they are comfortable in their own skin or do they view their identity as something to overcome in order to be successful, are they or have they assimilated to the mainstream at the expense of their individuality? Other considerations to your question are ethnocultural identity, socioeconomic status identity, geographic identity (this may also be related to urban or rural differences), religious/spiritual identity. However, as important as identity factors are, the relationships that the teacher forms with her or his students are far more important.