Supportive Classroom Environment Research Articles

THE IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ENGLISH STUDENTS’ MOTIVATION (A SURVEY ON THE FIRST YEAR ENGLISH DEPARTMENT STUDENTS)

The impact of teacher-student relationships on the motivation of English language learners (ELLs) is a crucial topic in the field of language education, particularly in a multilingual and culturally diverse country such as Indonesia. This study aims to provide an evidence of the link between teacher and student relationships and the motivation among ELLs in Indonesia. The researcher collected, analyzed, and compared the data obtained for this study by using a survey study design. Moreover, the researcher conducted structured interviews with ELL first-year English students to gather additional data. The findings of this study show that teachers at the university investigated, as perceived by students, exhibit a wide range of positive attitudes that positively influence student motivation. The most preferred attitudes among students were Academic Support, Responsible, and Moral Support, which emerged as the most preferred attitude among students. The results of this research show that a supportive classroom environment can enhance learners' motivation throughout their language learning journey, ultimately enhancing their language acquisition and overall success in language learning. This study provides valuable insights for educators and policymakers seeking to create an inclusive, supportive learning environment for their students. The study suggests that further studies could broaden the scope to include students from other faculties or universities. This would provide a more comprehensive understanding of lecturer attitudes and their impact on student motivation across different academic settings.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

The Correlation Between Language Anxiety And Foreign Language Achievement Among Undergraduate Students At The University Of Tabuk

English language learning attracts individuals from diverse linguistic backgrounds due to a global demand and is seen as a gateway to academic and professional success. Language anxiety is seen as a reoccurring issue among these learners of foreign languages. This research paper examines the relationship between language anxiety and foreign language achievement of learners by conducting a quantitative study with a sample of 80 undergraduate students at the University of Tabuk-Haql College using a scale (FLCAS) to measure the levels of anxieties induced in the process of foreign language learning. A survey questionnaire was developed using Achievement Emotions Questionnaire (AEQ). The results of the research revealed a negative correlation between the two variables, stressing that language anxiety is a hindering factor in language achievement. There was no statistical difference found in FLA and its effect on language achievement based on gender among the students. The findings of the present research emphasize the significance of equipping educators with the tools to assess language anxiety among learners effectively. Foreign language anxiety can be reduced in learners by creating a supportive classroom environment, fostering encouragement, and developing interventions for situation specific anxiety such as fear of making mistakes and classroom participation can lead to more successful and confident language learners.

Pola penerapan social emotional learning dalam pembelajaran matematika di sekolah dasar

<p class="Abstract">This research aims to describe the pattern of implementing Social Emotional Learning (SEL) in mathematics learning for fifth grade students at SD Djama'atul Ichwan Surakarta. This research uses a qualitative approach with a case study method. The subjects of this research were class teachers and 28 students. This research uses observation, interviews, questionnaires and document study techniques. Testing the validity of the data uses triangulation of time and techniques. The data analysis model uses the Creswell model. Results showed teachers utilized supportive classroom environment approaches, integration of SEL and Academic Instruction, and explicit SEL Instruction. The teacher carries out several activities that have become routine, thus forming a clear pattern. The approach used can shape students' SEL competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The use of the SEL approach in mathematics learning indirectly influences mathematics learning outcomes. Therefore, it is important for teachers to integrate SEL into mathematics learning. The implication of this research is that it can increase scientific insight regarding the application of SEL to both teachers and students. The recommendation from researchers is that SEL can be further optimized in its implementation in a massive and structured manner.</p><strong>Kata kunci:</strong> social emotional learning, approach, competencies, mathematics, academic achievement, and elementary school

Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate

Drawing on Positive Psychology, this quasi-experimental study investigated the influence of an AI-speaking assistant, Lora, on Chinese EFL students' foreign language enjoyment (FLE), foreign language anxiety (FLA), and willingness to communicate (WTC) in English. To this end, 131 Chinese EFL university students participated in this study and were placed into the experimental group (EG, n = 65) and control group (CG, n = 66) respectively. Both groups completed pre- and post-intervention surveys before and after a six-week intervention. Results showed significant enhancements in FLE and WTC, accompanied by a noteworthy reduction in FLA among the EG. In contrast, the CG exhibited no significant changes in those variables. These findings highlight the positive role of AI-speaking assistants in enhancing EFL students' FLE and WTC while mitigating FLA. The study concludes with implications for teachers and teacher educators, calling for the integration of AI-driven technologies, the creation of diverse language-learning opportunities, and the application of AI features to foster a supportive classroom environment. Such efforts aim to increase students’ language enjoyment, confidence, and English communication willingness, aligning with the principles of Positive Psychology.

Teachers’ competencies to effective support emotional intelligence development of deaf students in Secondary Schools in North Eastern, Kenya

Deaf students may not have exposure to rich emotional vocabulary in their first language, Kenyan sign language, which may result in difficulty in identifying their own and others’ emotions, thus hinder their social interactions and academic success. The main aim of this study was to assess teachers’ competencies in supporting the development of emotional intelligence in deaf students in secondary schools in North Eastern, Kenya. The study embraced a quantitative descriptive design approach and was based on the foundation of Bar-On model. The target population were teachers of secondary schools for the deaf in North-Eastern, Kenya. A sample size of 17 participants was selected through census sampling. Data was collected through a structured questionnaire with reliability coefficient 0.767 and analyzed descriptively. Findings revealed that the levels of participants’ competence in development of emotional intelligence of deaf students was moderate (M=3.45 and SD=0.275). Participants recorded high levels (M=4.35 and SD=0.493) of competencies in creating a supportive classroom environment that allows students to express their emotions. However, it came out that participants had low levels (M=1.41 and SD=0.712) of competencies in integrating activities on emotional intelligence into the curriculum. The paper recommends that teachers for deaf students be regularly provided with adequate training on skills and competencies to effectively support the development of emotional intelligence of their learners.

Creativity and Innovation: Current Practices through Teaching Methods in Secondary Schools

Creativity involves creating something new, such as a new problem solution, method, or artistic object or form. Creativity in the curriculum is a student-centred, thematic approach to teaching that supports natural curiosity and stimulates creativity, enhancing learning through imaginative methods. Effective teaching necessitates flexibility, creativity, and responsibility to create an educational environment that caters to the individual needs of the learner. Despite the implementation of various teaching and learning approaches, 21st-century education still faces numerous challenges in Sri Lanka. However, the younger generations and teachers are advancing by incorporating creativity and innovation into their teaching and learning activities. The major goal of this study was to identify the current practices of creativity and innovation through teaching methods in secondary schools. The mixed method was used as a research method. The sample was comprised of 10 teachers and 115 students in secondary schools in Colombo District. Data were collected through questionnaires and interviews. Qualitative material was thematically analysed by hand and quantitatively through SPSS. The research found that most of the teachers used interactive lessons, problem-solving methods, peer teaching, project-based learning, blended learning, and peer feedback for the development of their creativity in the classroom. Furthermore, creativity can be fostered through direct instruction in a supportive classroom environment, focusing on powerful questions and problems rather than group work with a teacher as a facilitator. This study suggests that teachers should make an effort to educate students using student-centred learning rather than traditional teaching methods in order to ensure that students’ creativity and innovation skills improve.

The Relationship Between Senior Learners’ In-Class Willingness to Communicate in English, Intrinsic Motivation, Foreign Language Enjoyment, Classroom Environment, and Teacher Immediacy

The primary objective of this paper is to explore age-advanced learners’ in-class willingness to communicate (WTC) in English, as well as to determine the relationship between WTC, intrinsic motivation (IM), foreign language enjoyment (FLE), classroom environment (CE), and teacher immediacy (TI). The instrument used was a questionnaire comprising biodata items and five adapted scales. The statistical analysis revealed that the third age students’ WTC was higher in meaning-focused tasks than in form-focused, which indicates that the older adults paid due attention to dyadic activities based on authentic communication. The strongest and most positive correlation was found between CE and TI, suggesting that the teacher played a crucial role in creating a supportive classroom environment. Moreover, the data showed a moderate correlation between WTC and FLE, WTC and CE, as well as WTC and TI. This basically means that, in order to boost the older learners’ WTC, a language instructor ought to provide room for establishing bonds between their students, which, in turn, may produce positive emotions that encourage learners to engage in active classroom interactions.

The impact of classroom climate on emotional development in childhood

This research article examines the crucial role of a healthy classroom climate in the social-emotional development of students during childhood. A positive classroom climate has been associated with several positive outcomes, including increased academic success, development of intrapersonal skills, and improvement in the quality of interpersonal relationships. The main objective is to explore the impact of the classroom climate on the comprehensive development of children. The study employs a qualitative approach, using multiple case studies to collect rich and detailed data. Data analysis is carried out using computer-aided qualitative data analysis (CAQDAS) software, specifically the ATLAS program, to generate categories that allow for in-depth analysis. The findings underscore the importance of considering the classroom climate as a key factor in promoting general well-being and positive social-emotional outcomes among young learners, and the importance of creating a nurturing and supportive classroom environment to foster optimal emotional development in children.

OPPORTUNITIES FOR PEDAGOGICAL SUPPORT OF THE PROCESS OF INCREASING THE SOCIAL ACTIVITY OF STUDENTS IN LEARNING ENGLISH

This abstract explores the pedagogical opportunities for enhancing the social activity of students in the context of learning English. In an increasingly interconnected and diverse world, the importance of English proficiency extends beyond linguistic competence it encompasses effective communication, cross-cultural understanding, and the ability to participate actively in social and professional networks. This study delves into the various strategies, methods, and approaches that educators can employ to foster greater social engagement among English language learners. The literature review section of this abstract examines seminal theories such as Vygotskys sociocultural theory and Krashens input hypothesis, emphasizing the pivotal role of social interaction in language acquisition. Additionally, it discusses the influence of technology, including social media and virtual platforms, in reshaping language learning and promoting social activity. The pedagogical strategies section highlights the practical classroom methods to facilitate social engagement, including collaborative learning, group activities, and project-based learning. Creating an inclusive and supportive classroom environment emerges as a crucial factor in encouraging students to engage socially in English learning. Furthermore, this abstract underscores the impact of technology-enhanced learning, addressing the use of online forums, language learning apps, and virtual reality simulations in fostering social interaction among learners. It also considers the significance of cultural awareness and diversity, advocating for multicultural classrooms and culturally relevant content integration to enhance social activity. Assessment and evaluation methodologies for measuring students social activity in English language learning are explored, including rubrics, self-assessment, peer evaluation, and teacher feedback. In conclusion, this abstract highlights the multifaceted nature of pedagogical support in increasing the social activity of students learning English. It calls for a comprehensive and dynamic approach that combines traditional pedagogy with technology, cultural sensitivity, and effective assessment strategies to equip learners with not only language skills but also the social competence needed in a globalized world.

Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care

ABSTRACT It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which deepen the understanding of teacher–student relationships in the classroom. This study investigated dynamic teacher–student dialogues and their association with students’ perceived care by adopting a mixed method. In WSZ-AI System developed by our research group, 71 students and a teacher from Grade Seven were selected in the research firstly. A coding scheme for student discourse engagement was developed and the coding scheme for teacher talk support was employed. Based on these two coding schemes and technology-assisted coding, all teacher–student dialogues are coded in every turn-taking. Finally, lag sequence analysis and state space grid analysis are used to analyze dynamic dialogues and its relationship with student perceived care, and interviews are used to verify the results of quantitative analysis and understand students’ perception of classroom dialogue. In addition, we also analyze the differences between various achievers in high perceived care (HC) group and low perceived care (LC) group. Quantitative results demonstrated that teacher–student dialogue patterns are related to the students’ perceived teacher care. The interaction patterns were more stable in students who perceived high teacher care as well as their discourse engagement status over the semester. The follow-up qualitative results show that the teachers’ talk supports affect students’ perceived care and students with high perceived care are more willing to engage in their dialogue. Concerning the importance of student-perceived teacher care, this study provides a unique perspective for educators to establish a safe and supportive classroom environment which promotes the students’ dialogue engagement and provides scaffolding and support to help students complete knowledge construction.

Impact of Teachers’ Partiality on the Learning Process at Undergraduate Level

Background: This study explores ‘how does teachers’ (im)partiality affect the knowledge/learning development process of the undergrad students. The researchers attempted to analyze the effect tone, mood, favoritism, demeanor and gender discrimination with reference to students’ perceptions and comfort levels. The researchers exploited the data gathered through interviews, observation sheets and grounded theory analysis thereby adopting a mixed method approach.
 Objectives: The objective of the research is to investigate the effect of the teachers’ (im) partiality on the knowledge/learning experiences and results of the undergrad students, while focusing on the teacher’s mood, tone, favoritism, demeanor, and gender discrimination.
 Sample: The researchers collected sample from the faculty teaching in a well-reputed university of Pakistan and the undergrad students of the second semester studying in the same university. The researchers ensured the representation across male and female genders. The sample generates insights of the effect of teachers’ (im)partiality on the learning experiences of the students.
 Methods: The researchers used the ‘Adapted Flanders Observation Sheets’ to gather data on mood, tone, gender discrimination, demeanor, and their influence on students’ perceptions and comfort levels. During data analysis, Grounded theory principles were followed for coding and categorization.
 Results: The findings reveal that negative attitude and harsh tone impede learning, whereas appreciation and admiration catalyze it. Gender discrimination and favoritism create divisions among students, hampering the learning of those ignored.
 Implications: Impartiality in teaching is crucial for a positive and productive learning environment. Teachers should be aware of their tone, mood, demeanor, and biases to ensure equal opportunities. This research contributes insights for educators and policymakers to enhance undergraduate education quality, emphasizing the importance of a supportive classroom environment.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG KIAS DEGREE STUDENTS

Communication apprehension is characterized by the anxiety or fear individuals experience during interpersonal communication. In the context of foreign language learning, this apprehension can significantly impact learners' ability to effectively acquire, use, and master the language. Despite its importance, there remains a scarcity of studies exploring communication apprehension as a key contributor to anxiety, especially in language learning. This study focuses on examining communication apprehension as one of the four components known to trigger anxiety in foreign language learning. Specifically, the research targets KIAS degree students. The findings of this study contribute to the existing literature by delving into foreign language anxiety from the perspective of KIAS degree students. The research identifies anxiety-inducing situations and offers recommendations for educational interventions to address communication apprehension. Notably, the study reveals that these students feel uncomfortable or anxious in various situations, particularly when required to speak in English during impromptu tasks. By identifying specific triggers of anxiety, the research highlights the factors that hinder language learning progress among these students. This valuable knowledge can guide educators in developing appropriate instructional approaches and creating a supportive classroom environment. It is crucial for educators to pay special attention to learners struggling with communication anxiety, fostering a friendly and secure learning space where these students can confidently practice their language skills. This supportive environment plays a significant role in building their confidence and self-esteem, effectively alleviating unnecessary anxieties. Thus, this study sheds light on the significance of communication apprehension as a crucial factor influencing anxiety in foreign language learning among KIAS degree students. The findings underscore the importance of addressing this issue and designing tailored interventions to accommodate the unique challenges faced by these learners. Ultimately, by providing a supportive and inclusive learning environment, educators can empower the students to excel in their foreign language acquisition journey and enhance the overall language learning experience.

Supporting the Social/Emotional Needs of College Students through Trauma Informed Practice (TIP)

The advent of the COVID-19 pandemic raised awareness on college campuses of the importance of recognizing that we must engage in trauma-informed practices to meet the social and emotional needs of college students in order to educate them. In this paper, we provide practical suggestions through a lens of trauma-informed pedagogy (TIP) for faculty seeking to support their students’ success in post-secondary classrooms. These suggestions include: realizing the existence of trauma in the lives of our college students, recognizing the signs of trauma, responding to the needs of those who have experienced trauma, and avoiding re-traumatization by establishing safe and supportive classroom environments. This paper presents some practical ways to focus attention at the institutional, and classroom levels to address the needs of students. While many of the suggestions included in this paper are designed to support students who have experienced some level of traumatic event, we argue that all students can benefit from approaching our work in college teaching through a TIP lens.

Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners

This study investigates the relationship between classroom enjoyment and English as a second language, i.e., ESL students' attitudes towards learning English. The research aims to shed light on the extent of enjoyment experienced by ESL students in their learning environments and its impact on their attitudes towards learning English. A quantitative research design was employed, and data was collected through a questionnaire administered to ESL secondary school students in Multan. The findings of the study indicate that ESL students generally experience a moderate level of enjoyment in their ESL learning environments. This suggests that their learning environments are successful in fostering a sense of enjoyment. Furthermore, a significant relationship was found between classroom enjoyment and students' attitudes towards learning English, highlighting the importance of creating an enjoyable learning environment. The study emphasizes the role of learner-centered approaches, a supportive classroom environment, positive teacher-student relationships, and the integration of technology and authentic materials in promoting classroom enjoyment and positive learning attitudes among ESL students. These factors contribute to the creation of engaging and enjoyable learning experiences for ESL learners. The implications of this study are significant for educators and curriculum developers. By prioritizing classroom enjoyment and creating positive learning environments, educators can enhance students' attitudes towards learning English and promote their motivation and engagement. Incorporating learner-centered approaches, utilizing authentic materials, and fostering positive teacher-student relationships are effective strategies to cultivate enjoyment and positive learning attitudes among ESL students.

THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG THAI-SPEAKING MINORITY STUDENTS IN MALAYSIAN NATIONAL SCHOOLS

Communication apprehension refers to the feeling of anxiety or fear that individuals experience when they need to communicate with others. In the context of foreign language learning, communication apprehension can have significant implications on learners' abilities to learn, use, and acquire the language effectively, yet studies on it as one of the key components contributing to anxiety in language learning especially among minority learners are still scarce. This study examines communication apprehension as one of the four components recognised to spark anxiety in foreign language learning. The focus was directed at a group of Thai-speaking Malaysian secondary school students, who are always addressed as the minority ethnic groups in this country. As a minority race, it is believed that this population may have unique experiences and challenges in learning English as a foreign language, which have not been extensively studied before. The findings contribute to the existing literature by examining foreign language anxiety from the perspective of minority Thai-speaking students, identifying anxiety-inducing situations, and offering recommendations for educational interventions to address communication apprehension. It was found that these students were uncomfortable or anxious in a variety of situations when speaking in English mainly when participating in impromptu tasks. The findings contribute to the identification of specific situations that can trigger anxiety and hinder language learning progress among them. It is hoped that this knowledge can guide educators in designing appropriate instructional approaches and creating a supportive classroom environment. Therefore, educators are recommended to offer more attention to the special needs of learners who struggle with communication anxiety by developing a friendly and secure learning environment where these students can confidently practise their ways of interacting. This is important to help them build confidence and self-esteem and thus alleviate unnecessary anxieties.

The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity

This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts ( N = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

The preschool period must be the starting point for the same attitude among all education stakeholders to achieve sustainable improvement and permanent change. Undoubtedly, a supportive classroom environment with a bond and an emotion-oriented approach contributes to children’s intellectual and personal development. Emotion coaching is a relational behavior management approach that enables people/children to realize the emotions they are experiencing. The whole school approach facilitates the development of a common language between stakeholders. There is a need for studies that address emotion coaching and the whole approach together in early childhood. This study examined stakeholders’ perspectives on implementing the Emotion-Friendly Kindergarten Transformation Program (EFKTP), an emotion coaching program based on a whole school approach. Based on the case study method, the study consists of 34 individuals, including all stakeholders. The data were collected through focus group interviews and semistructured interviews with stakeholders regarding the eight stages of the EFKTP program. Descriptive and content analysis methods were used to evaluate the program’s overall impact. The results suggest that school applications of the program enhance children’s emotional repertoire and behavioral control, home activities enhance communication and relationships between children and their families, and emotion coaching training to stakeholders improves self-efficacy perceptions among teachers and parents.

Analyzing the Role of a Supportive Classroom Environment through Effective Feedback at Ghazi University Dera Ghazi Khan

Creating a supportive classroom environment through effective feedback is an essential component of teaching and learning in higher education. Feedback provides students with the guidance and support they need to achieve their learning goals and enhances their motivation and engagement in the learning process. This research study aims to explore the ways in which a supportive classroom environment can be created through effective feedback. The current research addresses the major question: What are the attitudes and perceptions of students towards feedback in the classroom, and how can these be addressed to create a more positive learning environment? A qualitative approach is used in data collection methods. The sample consists of teachers and students from department of English at BS levels at Ghazi University. Data were collected through surveys, interviews, and classroom observations. The findings of this research study contribute to the understanding of how feedback can be used to create a supportive classroom environment and promote positive student outcomes. It also provides teachers with tips and strategies about how to use feedback and praise effectively to reach the desired outcomes. The study also provides insights into the challenges and ethical considerations that need to be taken into account in providing feedback. The results of this study can be used to inform teacher training and professional development programs at Ghazi University and other educational institutions, with the aim of promoting a supportive and effective learning environment for students.

Using Active Learning Strategies to Strengthen Cultural and Linguistic Diversity Training in Communication Sciences and Disorders Programs.

Training in cultural competence is an accreditation requirement for graduate programs in Communication Sciences and Disorders (CSD; Council on Academic Accreditation in Audiology and Speech-Language Pathology, 2020). Cultural and linguistic diversity (CLD) instruction within CSD programs and current instructional models may not provide students with effective training in this area (Hammond et al., 2009; Higby et al., 2021; Stockman et al., 2008). In this paper, we present active learning as an instructional approach that may provide students with stronger training in the assessment and treatment of individuals with unfamiliar cultural and linguistic backgrounds. Active learning emphasizes the creation of a supportive classroom environment, teaching skills rather than content, and fostering metacognition in students (Bransford et al., 2000; Gooblar, 2019). We propose a three-part pedagogical model for using active learning strategies to improve clinical training in assessment and treatment of clients with CLD backgrounds. This pedagogical model encourages instructors to set the scene for learning, present a problem to solve, and build in reflection and generalization. Active learning approaches, as described in the model, are ideal for teaching clinical problem-solving across populations while reflecting on one's lived experience and positionality. Sample materials for readers to create their own lesson plans using the model are provided and reviewed.